Acompañamiento pedagógico y necesidad de herramientas parentales

PROTOCOL: Education Support Services for Improving School Engagement and Academic Performance of Children and Adolescents with a Chronic Health Condition: A Systematic Review

The purpose of this study is to develop a medium for learning ritatoon to support the social, emotional, and language development of preschool children. The method used in this research is research and development. The implementation of research and development uses the Borg and Gall model development procedure. The sample in this study was children aged 5-6 years. The data analysis technique is quantitative analysis in the form of a percentage used to percentage the validity of the ritatoon media and the paired sample t-test for the effectiveness test. The development product in the form of ritatoon learning media has gone through the process of validating learning designs, media experts, linguists, and early childhood social-emotional experts and obtaining score 88.88%, based on the eligibility criteria, the Ritatoon learning media can be said to be very valid or suitable for use. Furthermore, the results of the effectiveness test using paired sample t-test showed a sig value < .001, so it could be concluded that the ritatoon learning media was able to improve children's language and social-emotional development.

The increasing popularity and accessibility of online games among schoolchildren, particularly through smartphones, has raised concerns about potential addiction, which may adversely affect their social-emotional development. The factors contributing to this issue include insufficient parental supervision and a lack of awareness. This study aimed to examine the relationship between online game addiction and social-emotional development in children. This study employed an analytical observational design with a cross-sectional approach. The sample consisted of 171 respondents selected through a proportionate stratified random sampling method. The study utilized the Gaming Addiction Scale (GAS) and the Strengths and Difficulties Questionnaire (SDQ) to assess the levels of online game addiction and social-emotional development, respectively. Spearman's rho correlation test was applied for data analysis. Most respondents (52.6%) were categorized as having moderate online game addiction, whereas 91.2% exhibited abnormal social-emotional development. A statistically significant relationship was found between online game addiction and social-emotional development in school-age children, with a p-value of 0.001 and a moderate correlation coefficient of 0.310. Online game addiction significantly affects the social-emotional development of children. It is crucial to monitor children's game usage and its potential impacts. Prevention efforts should focus on educational interventions, support parents and schools.

Low birth weight can be one of the factors that can affect the social-emotional development of toddlers. Previous research has indicated that LBW toddlers are more likely to have issues with their social-emotional development. Since this developmental domain influences cognitive function, motor function, and linguistic abilities, it may have an effect on children's performance in the future. This study aims to determine whether the history of low birth weight is related to the social-emotional development of toddlers in the UPT Puskesmas Kalisat Working Area, Jember. Cross-sectional study with the quantitative analysis used in this study. The number of samples is 125 respondents using a multistage cluster random sampling technique. Data was collected using the MCH (Maternal and Child Health) book to find out the history of birth weight and the PPSC (Pediatric Preschool Symptom Checklist) questionnaire. The results showed that 66 children (52.8%) did not have a history of LBW. The social-emotional development of toddlers is mostly not at risk of experiencing social-emotional development disorders, with a total of 69 toddlers (57.2%). Chi-square test analysis obtained a p-value of 0.147 > 0.05, which means that there is no significant relationship between LBW history and social-emotional development in toddlers. However, it is important to underline that social-emotional development is influenced by various factors. This study shows that factors of nutritional status, age of mother/caregiver, and educational status of mother/caregiver statistically affect social-emotional development (p<0.05).

The implementation of the Federal State Educational Standard for primary education emphasizes the central importance of moral development and highlights the cultivation of ethical foundations, kindness, emotional intelligence, and empathy. As psychologist Lev Vygotsky noted, learning and emotions are closely linked. Such holistic development enhances children’s cognitive abilities and social adaptation. Today’s socio-economic and educational changes have led to increasingly complex interpersonal dynamics and greater demands on emotional competence. Therefore, it is particularly important to understand the predictors of emotional intelligence development in primary school students. Mother-child interactions characterized by emotional connectedness, acceptance, and support promote emotional initiative, empathy, and self-regulation in children. This process is not a mere transfer of knowledge but a dynamic collaboration – mothers share emotional experiences while children actively develop new ways of responding. This study aims to examine the development of emotional intelligence in primary school children concerning the mothers’ emotional background, focusing on maternal sensitivity, emotional acceptance, and emotional expressions of emotional interaction. Diagnostic instruments included: ‘Emotional identification Method’ by E. Izotova; ‘Emotional pictogram Method’ (modified by M. Kuzmischeva); ‘What – Why – How?’ projective method by M. Nguyen; ‘Child-Parent Emotional Interaction Questionnaire’ by E. Zakharova. The results indicate that maternal emotional sensitivity, warm physical affection, and consistent emotional support positively influence children’s ability to recognize emotions, the development of empathy, and the ability to selfregulate. Low maternal attention to the child’s emotional state and lack of empathy may contribute to children’s emotional development difficulties, emphasizing the importance of mindful and attentive parenting. The study results have practical implications for the design of psychological and educational family support programs aimed at improving parents’ emotional competence and fostering an environment conducive to balanced emotional development in primary school children. Внедрение федерального государственного стандарта начального общего образования определяет высокое значение нравственного воспитания, развития этических чувств, эмоционально-нравственной отзывчивости, доброжелательности, понимания и сопереживания чувствам других людей. Согласно положениям Л.С. Выготского о синергии интеллектуальной и эмоционально-волевой сферы личности, нельзя рассматривать процессы познания в отрыве от эмоций, что безусловно отражается в повышении эффективности функционирования и успешной социализации ребенка. Процесс социально-экономических и образовательных преобразований на современном этапе сопровождается усложнением межличностных взаимодействий и повышением требований к эмоциональной компетентности личности, особую актуальность приобретает исследование предикторов, влияющих на развитие эмоционального интеллекта в младшем школьном возрасте. Взаимодействие матери и ребенка, основанное на чувствительности, эмоциональном принятии и поддержке, создает условия для формирования у ребенка инициативности в эмоциональной сфере, способности к эмпатии и саморегуляции. Однако это взаимодействие не сводится к простой передаче знаний или навыков, а представляет собой сложный процесс сотрудничества, где мать выступает как носитель эмоционального опыта, а ребенок – как активный участник, осваивающий новые способы эмоционального реагирования. Цель исследования заключается в изучении особенностей развития эмоционального интеллекта детей младшего школьного возраста в сопряженности с эмоциональным фоном матерей по отношению к своим детям через оценку их чувствительности, эмоционального принятия и поведенческих проявлений эмоционального взаимодействия. В диагностических целях использовались: методика «Эмоциональная идентификация» Е.И. Изотовой; «Эмоциональная пиктограмма» (модификация М.А. Кузьмищевой); проективная методика «Что – почему – как?» М.А. Нгуен; «Опросник детско-родительского эмоционального взаимодействия» Е.И. Захаровой. Установлено, что высокий уровень эмоциональной чувствительности, тактильности и поддержки со стороны матерей способствует развитию у детей способности к идентификации эмоций, эмпатии и эмоциональной саморегуляции. При этом низкие показатели ориентации на эмоциональное состояние ребенка и эмпатии у матерей могут приводить к трудностям в эмоциональном развитии детей, что подчеркивает важность осознанного и внимательного подхода к воспитанию. Результаты исследования имеют практическую значимость для разработки программ психолого-педагогической поддержки семей, направленных на повышение эмоциональной грамотности родителей и создание условий для гармоничного развития эмоциональной сферы младших школьников.

Parental divorce represents a significant life transition for children, with potential implications for their emotional well-being and development. This mixed-methods study aimed to investigate the impact of parental divorce on emotional development in early adolescents, exploring both quantitative associations and qualitative insights. A diverse sample of early adolescents (N = 300) from various socio-demographic backgrounds participated in the study. Quantitative analyses revealed significant relationships between parental divorce and heightened levels of anxiety, depression, and decreased self-esteem among children. Longitudinal analysis further identified duration and acrimony of the divorce process as significant predictors of emotional outcomes. Qualitative findings provided depth and context to children's experiences, highlighting themes of loss, confusion, and resilience in response to parental divorce. The integration of quantitative and qualitative data illuminated the complex interplay between divorce and emotional development, underscoring the importance of supportive relationships and adaptive coping strategies in fostering resilience. Implications for practice and future research directions are discussed, emphasizing the need for targeted interventions and collaborative efforts to support children navigating the challenges of parental divorce.

Dealing with emotions is a critical feature of professional behaviour. There are no comprehensive theoretical models, however, explaining how medical students learn about emotions. We aimed to explore factors affecting their emotions and how they learn to deal with emotions in themselves and others. During a first-year nursing attachment in hospitals and nursing homes, students wrote daily about their most impressive experiences, explicitly reporting what they felt, thought, and did. In a subsequent interview, they discussed those experiences in greater detail. Following a grounded theory approach, we conducted a constant comparative analysis, collecting and then interpreting data, and allowing the interpretation to inform subsequent data collection. Impressive experiences set up tensions, which gave rise to strong emotions. We identified four 'axes' along which tensions were experienced: 'idealism versus reality', 'critical distance versus adaptation', 'involvement versus detachment' and 'feeling versus displaying'. We found many factors, which influenced how respondents relieved those tensions. Their personal attributes and social relationships both inside and outside the medical community were important ones. Respondents' positions along the different dimensions, as determined by the balance between attributes and tensions, shaped their learning outcomes. Medical students' emotional development occurs through active participation in medical practice and having impressive experiences within relationships with patients and others on wards. Tensions along four dimensions give rise to strong emotions. Gaining insight into the many conditions that influence students' learning about emotions might support educators and supervisors in fostering medical students' emotional and professional development.

The goal of this brief report is to demonstrate the utility of quantifying parental discipline practices as relative frequencies in measuring changes in parenting behavior and relations to child behavior following intervention. We explored comparisons across methodological approaches of assessing parenting behavior via absolute and relative frequencies in measuring improvements in parent-reported disciplinary practices (increases in positive parenting practices in response to child behavior; decreases in inconsistent discipline and use of corporal punishment) and child behavior problems. The current study was conducted as part of a larger clinical trial to evaluate the efficacy of a collaborative care intervention for behavior problems, ADHD, and anxiety in pediatric primary care practices (Doctor Office Collaborative Care; DOCC). Participants were 321 parent-child dyads (M child age = 8.00, 65% male children) from eight pediatric practices that were cluster randomized to DOCC or enhanced usual care (EUC). Parents reported on their own discipline behaviors and child behavior problems. While treatment-related decreases in negative parenting were found using both the absolute and relative frequencies of parenting behaviors, results were different for positive parenting behaviors, which showed decreases when measured as absolute frequencies but increases when measured as relative frequencies. In addition, positive parenting was negatively correlated with child behavior problems when using relative frequencies, but not absolute frequencies, and relative frequencies of positive parenting mediated relations between treatment condition and outcomes. Our findings indicate that the methods used to measure treatment-related change warrant careful consideration.

This article aims to explore the impact of teacher support on junior high school students' non-cognitive abilities-Psychological and Emotional Development. By collecting and analyzing relevant data, the study examines the effects of three types of teacher support-emotional support, academic support, and behavioral support-on the development of students' non-cognitive abilities -Psychological and Emotional Development. Non-cognitive abilities -Psychological and Emotional Development encompass multiple dimensions such as conscientiousness, openness, extraversion, agreeableness, and neuroticism, which have significant impacts on students' personal growth and future development. The research results indicate that emotional support, academic support, and behavioral support provided by teachers all have significant positive effects on junior high school students' non-cognitive abilities -Psychological and Emotional Development. Emotional support helps enhance students' emotional security and self-confidence, thereby promoting the development of their non-cognitive abilities -Psychological and Emotional Development; academic support, by providing learning resources and guidance, assists students in improving their learning abilities and problem-solving skills, thereby positively influencing their non-cognitive abilities -Psychological and Emotional Development; and behavioral support, by regulating student behavior and encouraging their active participation in activities, shapes students' good behavior habits and social skills. Furthermore, the variables individual, family, and school levels were controlled to ensure the reliability and accuracy of the results. The findings show that, even after controlling all these variables, the impact of teacher support on non-cognitive abilities -Psychological and Emotional Development remains significant. In summary, this study reveals the important role of teacher support in the development of junior high school students' non-cognitive abilities -Psychological and Emotional Development, providing valuable insights and suggestions for educators. Teachers should focus on providing comprehensive support, including emotional, academic, and behavioral support, to promote students' overall development

The panel will address the area of education in computer science from the standpoint of minority institutions. Panelists will present views from the standpoint of individuals who have developed programs at the two and four year levels, individuals who have utilized portions of such programs as service offerings, and from the standpoint of funding agencies. Also considered by the panel will be questions of problems unique to the minority institutions, and projected future developments in computer science education at the institutions. Finally, the area of appropriate resources in support of computer science education will be considered.

Implementation of Multi-Tiered Systems of Support (MTSS) In Education: Challenges, Strategies, And Impact On Students' Social-Emotional Development: A Scoping Review

During the crisis caused by the COVID-19 pandemic, the system of education in Poland was obliged by ministerial regulations to implement the solutions of distance learning. The aim of the research was to learn the opinions of students – prospective teachers – about their educational usual routine during the pandemic, when distance learning, for many years treated as supplementary to traditional education, became the basic way of learning and teaching. The research interests included many dimensions of educational routine, referring both to students’ subjective/personal space (i.e., mental and physical dimension) and the external space in which they had to function (i.e., material, practical, and socio-emotional dimension). The research objective was to diagnose the existing situation and find out which elements of the educational routine considerably contribute to assessing distance learning during the COVID-19 pandemic as effective. The study was carried out using a diagnostic poll. Students of early education at the Pedagogical University of Krakow were asked to complete an original anonymous online questionnaire. Quantitative and qualitative analysis of the collected empirical material was used to describe the educational (un)usual routine of the participants. Based on the analysis, a statistically significant correlation was found which showed that the students’ assessment of distance learning effectiveness is determined by the following elements of educational (un)usual routine: teachers’ use of equipment and software that ensures good communication with the students, teachers’ fluent use of distance learning tools, teachers’ skills of sharing knowledge and experience with students, teachers’ skills of activating students, easy communication with teachers, teachers’ empathetic attitude, and students’ high assessment of their own digital competence. The discovered regularities can be used to formulate guidelines whose implementation may contribute to raising the quality of online university teaching.

<span lang="EN-US">Early childhood social-emotional development profoundly shapes a child's well-being and future success. This study explains how legislative and regulatory strategies and policies regarding early childhood social-emotional development impact a developing country, specifically focusing on Thailand. Using a qualitative approach, in-depth interviews with 12 key informants in Thailand were conducted via purposive sampling. Data analysis involved documentary and content analyses. The study unveiled critical policies and strategies to support early childhood social-emotional development. These encompass early childhood education and care programs, enhanced professional development and support for educators, increased family engagement, accessible mental health support, and robust assessment and monitoring systems. Social-emotional development carries substantial economic implications, affecting education, workforce productivity, healthcare, crime rates, and overall societal well-being. Effective early childhood social-emotional development policies and strategies can boost children's well-being and future success. Therefore, investing in early childhood education and care programs, improving professional development for educators, fostering family involvement, offering mental health support, and implementing vigilant assessment and monitoring systems can empower young children to thrive in the short and long term.</span>

Purpose – This systematic literature review explores the development of digital literacy among children in the post-typographic era, where digital technology increasingly dominates daily life. The purpose of this study is to identify the impact of digital literacy on various dimensions of cognitive development in young children, including early numeracy, executive functioning, critical thinking, and creativity. By broadening the conceptualization of cognitive development, this study aims to provide a comprehensive understanding of how digital literacy contributes to children's intellectual growth in early childhood education.Design/methods/approach – Analysis of 33 studies obtained from the period between 2019 and 2024 indicates that children engage in multimodal practices, using technology for both play and learning. This highlights the importance of educators' understanding of digital literacy practices at home. Factors such as children's age, family structure, household income, and Human Development Index (HDI) significantly contribute to predicting preschool children's early digital literacy.Findings – The findings show that while children's literacy skills may benefit from access to digital resources, their mathematical skills do not demonstrate significant improvement. However, this study recommends that teachers collaborate with parents to enhance digital literacy and awareness of digital data security. Additionally, the use of interactive digital media can increase children's engagement and motivation in learning, allowing for more differentiated and inclusive learning approaches.Research implications/limitations – Future research should prioritize the development of age-appropriate, culturally relevant, and innovative digital content that can support effective teaching and learning in the digital age. Additional longitudinal studies are needed to explore the long-term cognitive and socio-emotional effects of digital media exposure in early childhood.Practical implications – Digital literacy can help children develop critical thinking, problem-solving, and creativity skills. However, exposure to age-inappropriate content can hinder their social-emotional development. The conclusion of this study emphasizes the need for training and support for educators in using digital media, as well as close collaboration with parents to ensure the successful implementation of digital literacy in early childhood education.Originality/value – This review offers a novel contribution by integrating multiple dimensions of cognitive development with the concept of digital literacy. It provides valuable insights into the future of educational practices, emphasizing the importance of digital competencies as foundational elements in early childhood education in the digital era.Paper type Literature review

Research from education, psychology, and human development indicates that social and emotional skills are essential to success in school, work, and life, and that high-quality social and emotional learning (SEL) programs can benefit students’ mental health, academic achievement, and behavioral outcomes. While many schools are adopting an SEL approach, there remains a concerning gap between SEL research and policies and practices related to discipline and behavior management. Following the No Child Left Behind Act and education reform driven by a culture of high-stakes standardized testing and accountability benchmarks, there has been an increase in elementary schools adopting a “no excuses” model of education. This model is characterized by extended time in school, highly structured in-service teacher training, frequent assessments, and “zero tolerance” policies to strictly manage and control children’s behavior. These behavior policies are problematic as they run counter to what research tells us about children’s social and emotional development. Reactive and exclusionary discipline policies inhibit children’s abilities to build and practice self-regulation skills and jeopardize the relationships between students and teachers. The developmental science perspective on children’s regulatory skills suggests that the early years of school are a central context for developing and practicing self-regulation with the support of educators and peers. Research also indicates that warm, caring, reciprocal relationships based on trust are critical to learning and development. Yet, this research base is often overshadowed by pressures to improve standardized achievement scores or misinterpreted in the form of hyper-vigilance about children’s behavior in the classroom. Finally, the “no excuses” approach to behavior management is used disproportionally in schools serving low-income students of color and thus may contribute to unequal rates of suspensions and expulsions, both of which are linked to negative developmental outcomes later in life. This is particularly true for students who have experienced trauma, in part because the act of social exclusion is often re-traumatizing. This article summarizes research on self-regulation, trauma, and developmental relationships, highlights potential consequences of “no excuses” policies and practices in schools, and presents an alternative view of learning environments which promote effective self-regulation skills in young children.