Children's Social-emotional Development Research Articles

Effects on Child Development and Parent–Child Interaction of the FACAM Intervention: A Randomized Controlled Study of an Interdisciplinary Intervention to Support Women in Vulnerable Positions through Pregnancy and Early Motherhood

Health inequality can have a profound impact on a child’s life. Maternal mental health challenges can hinder bonding, leading to impaired functioning and poorer child outcomes. To provide extra support for vulnerable pregnant women, the FACAM intervention offers the services of a health nurse or family therapist from pregnancy until the child starts school. This study examined the effects of FACAM intervention on pregnant women in vulnerable positions and their children until the child turned two years old. We randomly assigned 331 pregnant women to either FACAM intervention or care as usual and assessed them at baseline and when the infant was 3–6, 12–13.5, and 24 months old. The primary outcome was maternal sensitivity measured by Coding Interactive Behavior (CIB). Secondary outcomes included the parent–child relationship, child social–emotional development, child developmental progress, parent–child interaction, and child development. Our findings indicate that care-as-usual children were significantly more involved than FACAM children when the child was 4–6 months old (b = −0.25, [−0.42; −0.08] d = −0.42). However, we suspect this result is due to a biased dropout. We did not find any significant differences in any other outcomes. Therefore, the study suggests that the FACAM intervention is not superior to care as usual regarding child development and parent–child interaction outcomes.

Grandmother-grandchild physiological synchrony in Chinese three-generation families: Links with child emotion regulation.

The current study examined the characteristics of physiological synchrony between grandmothers and grandchildren in Chinese three-generation families, and the associations between physiological synchrony and child emotion regulation. The participants included 92 children (age 8-10-year old) and their grandmothers. Respiratory sinus arrhythmia (RSA) was collected from both grandmothers and their grandchildren throughout a collaborative drawing task and a conflict discussion task. Child emotion regulation was measured using the Children's Emotional Management Scale. We found no evidence for an overall pattern of concordant or discordant synchrony within dyads. Instead, there was great variability in patterns of synchrony across dyads. During the collaborative drawing task, concordance in grandmother's RSA and grandchildren's subsequent RSA was linked with better emotion regulation. During the conflict discussion, concordance in grandmother's RSA and grandchildren's simultaneous RSA was linked with poorer emotion regulation. These results suggest that grandmother-grandchild synchrony in different directions, time lags, and contexts has different influences on children's emotion regulation. The findings of this study highlight the importance of contextual physiological co-regulation between Chinese children and their grandmothers for children's social-emotional development.

Mother-Infant Interaction and Maternal Postnatal Psychological Distress Associate with Child's Social-Emotional Development During Early Childhood: A FinnBrain Birth Cohort Study.

We studied the effects of mother-infant interaction and maternal pre- and postnatal psychological distress on children's social-emotional problems and competences, as well as whether interaction quality moderates the association between distress and children's outcomes. Maternal pre- and postnatal psychological distress were measured using the SCL and EPDS questionnaires, whereas mother-infant interaction was measured when the child was 8months old using the EA Scales. Children's social-emotional development was measured using the BITSEA questionnaire at 2years old and using the SDQ questionnaire at 4years old, where higher maternal structuring was associated with fewer social-emotional problems in children and higher maternal sensitivity was associated with greater social-emotional competence in children at 2years old. Further, higher postnatal distress was found associated with greater social-emotional problems at 2years old, though neither these effects nor moderating effects at 4years old were observed after multiple-comparison corrections. Our findings support direct associations of both mother-infant interaction and maternal postnatal psychological distress with children's social-emotional development during toddlerhood.

Spillover effects on the relationship with the partner of a mentalization-based intervention for pregnant women.

The birth of a child has been associated with a decline in couple satisfaction, which has implications for the child's social-emotional development. This study investigated the potential spillover effect on pregnant women's perceptions of their relationships with their partners of the Supporting the Transition to and Engagement in Parenthood (STEP) program, a brief trauma-informed mentalization-based prenatal group intervention. Participants (94% White) were recruited in prenatal clinics and through online advertisements in Quebec, Canada. Both quantitative and qualitative data were collected from participants assigned to the STEP program (n = 42) and those receiving treatment-as-usual (TAU; n = 125). Women participating in STEP reported significant improvements in their relationships with their partners compared to those assigned to TAU. More precisely, they reported higher couple satisfaction, enhanced communication, and increased interest in their partners' emotional experience. The qualitative analysis further substantiated these results, with participants reporting having involved their partners in their pregnancy, shared their insights about themselves with their partners and gained fresh perspectives on their relationships. Participants in STEP also expressed sharing program materials with their partners and considered that such interventions should be extended to expecting fathers. This study underscores the potential of mentalization-based interventions to indirectly contribute to couple relationships, which may have positive implications for parenting and the infant.

Development of SMART-P to improve parental locus of control and children’s social-emotional development

Child social-emotional development is improved by parental locus of control. Parents with a healthy locus of control can teach children about social-emotional development. Parents require training to improve their parenting skills. This study will create, administer, and evaluate the seamless mobile-assisted real training for parent (SMART-P) application on parental locus of control and children’s social and emotional development. The mixmethod study used an analysis, design, development, implementation, and evaluation (ADDIE) model and experimental quantification research strategy. An explanatory study with a non-equivalent control group design and control-experiment classes is used. This study includes analysis, design, development, research instrument development, implementation, and assessment. This study sampled 150 parents of 4-year-olds and 6 experts, including 714 from Posyandu (Integrated Service Post) in five Malang City areas. The data was collected via questionnaires and observation checklists. This study analyzes data using descriptive percentages and SPSS. The findings showed that i) SMART-P is valid and acceptable as a training medium; ii) parental locus of parental control is significantly influenced before and after receiving SMART-P parenting training; iii) children’s social and emotional development is significantly impacted before and after parents receive care using the program; and iv) there is a significant difference between the experimental and control groups in the influence on parental continuous. SMART-P parenting research is needed to enhance parental locus of control and children’s social-emotional development

Long-term consequences of mothers' and fathers' wartime deployments: Protocol for a two-wave panel study.

Multiple adjustment difficulties have been associated with children's exposure to recent parental wartime military deployments, but long-term consequences have not yet been systematically studied. This investigation will assess direct and indirect relationships between exposures to parental deployments early in life and later youth adjustment. Parents' psychological health and family processes will be examined as mediators, and parents' and children's vulnerability and support will be examined as moderators. Archival data will be combined with new data gathered from two children and up to two parents in families where children will be aged 11 to 16 at the first data collection and will have experienced at least one parental deployment, for at least one child prior to age 6. Data are being gathered via telephone interviews and web-based surveys conducted twice one year apart. Outcomes are indicators of children's social-emotional development, behavior, and academic performance. Notable features of this study include oversampling of female service members, inclusion of siblings, and inclusion of families of both veterans and currently serving members. This study has potentially important implications for schools, community organizations and health care providers serving current and future cohorts of military and veteran families.

Mindful Parenting and Trajectories of Child Social-Emotional Development: A Study on Chinese Migrant Preschoolers

Mindful Parenting and Trajectories of Child Social-Emotional Development: A Study on Chinese Migrant Preschoolers

The Mystery Motivator Intervention for Challenging Behavior: A Meta-Analysis

The Mystery Motivator intervention has been shown to increase prosocial behavior among school-age children by capitalizing on the anticipation afforded by reward concealment or randomization. Although numerous evaluations have supported the effectiveness of the Mystery Motivator, the overall status of this intervention is still unknown. The purpose of the current meta-analysis was to quantify the effects of the Mystery Motivator for improving behavior outcomes in school-age children and determine if participant, setting, and intervention components moderate intervention effects. A systematic review of academic databases was conducted that yielded a total of 24 studies. These studies were evaluated for methodological rigor and analyzed for effects using Tau-U. Results indicate a strong overall effect for this intervention (Tau-U = .77 (CI95 [.73 to .80]). The results discussed and practical issues are considered for future research on the use of the Mystery Motivator to promote the academic and social-emotional development of children and adolescents.

The Influence of APE on the Emotional Development of Early Childhood

Educational game tool is an object that can support the development of children, one of which is the social emotional development of children. Social and emotional development is an early stage in emerging abilities from zero to five years of age. The purpose of this study is how the teacher's strategy with the use of educational games in improving the social emotional development of children. In this study using qualitative methods with the approach of literature studies and data sources collected from scientific articles, theses, books, and theses. Based on the results of the study it can be concluded that educational game tools are very influential in supporting the social emotional development of children, and optimization of teacher strategies in the use of educational game tools.

Caregiver Parenting Stress Associated with Delays in Child Social-Emotional and Motor Development

Caregiver Parenting Stress Associated with Delays in Child Social-Emotional and Motor Development

Stability of executive function in children born at risk of neonatal hypoglycemia

ABSTRACT Executive function plays an important role in promoting learning and social-emotional development in children. Neonatal hypoglycemia associates with executive function difficulties at 4.5 years, but little is known about the development of executive function over time in children born at risk of neonatal hypoglycemia. We aimed to describe the stability of executive function from early to mid-childhood in children born at risk of neonatal hypoglycemia and its association with neonatal hypoglycemia. Participants in a prospective cohort study of infants born at risk for neonatal hypoglycemia were assessed at ages 2, 4.5, and 9–10 years. We assessed executive function with batteries of performance-based and questionnaire-based measures, and classified children into one of four stability groups (persistent typical, intermittent typical, intermittent difficulty, and persistent difficulty) based on dichotomized scores (typical versus low at each age). Multinomial logistic regression was used to determine the associations between neonatal hypoglycemia and executive function stability groups. Three hundred and nine children, of whom 197 (64%) experienced neonatal hypoglycemia were assessed. The majority of children had stable and typical performance-based (63%) and questionnaire-based (68%) executive function across all three ages. Around one-third (30–36%) of children had transient difficulties, and only a few (0.3–1.9%) showed persistent difficulties in executive function at all ages. There was no consistent evidence of an association between neonatal hypoglycemia and the stability of executive function. Neonatal hypoglycemia does not appear to predict a specific pattern of development of executive function in children born at risk.

Distinct patterns of grandparental involvement in childrearing and Chinese preschoolers' social-emotional development.

Grandparental involvement in childrearing has been associated with children's social-emotional development, yet findings are mixed. Grandparental involvement is a multidimensional concept that includes both quantity (i.e., the degree of grandparental involvement) and quality aspects (i.e., the quality of parent-grandparent coparenting and the quality of grandparenting practices). This study included both quantity and quality aspects to identify heterogeneous patterns of grandparental involvement and examined the associations between distinct patterns of grandparental involvement and children's social-emotional outcomes. Participants were 428 families with Chinese preschoolers (Mage = 53.75 months, SD = 10.32; 51.4% boys). Primary parental and grandparental caregivers completed the questionnaires. Four patterns of grandparental involvement emerged: the low-involvement mediocre-quality, the median, the high-involvement uneven-quality, and the high-involvement high-quality groups. Heterogeneous patterns of grandparental involvement exist and are differentially associated with children's social-emotional development. Children with grandparents in the high-involvement high-quality group demonstrated higher levels of social skills than those in the low-involvement mediocre-quality group and the high-involvement uneven-quality group. They also showed the lowest level of problem behaviors. This study highlights variations in grandparental involvement and helps to clarify previous inconsistent findings regarding the role of grandparental involvement in child development. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Maternal parenting stress and social-emotional problems of Chinese preschoolers: The role of the mother-child relationship and maternal adverse childhood experiences

BackgroundPrevious research suggests that maternal parenting stress is a significant predictor of social-emotional problems in children. However, little is known regarding the mother-child relationship and the effect of maternal adverse childhood experiences (ACEs) on this association. MethodsThree waves of longitudinal panel data were collected from 2893 Chinese preschoolers with a follow-up interval of 6 months. The mothers of preschoolers were asked to complete anonymous questionnaires concerning demographic variables, maternal ACEs and parenting stress in Wave 1, mother-child relationships in Wave 2, and children's social-emotional problems in Wave 3. The parallel mediation model was conducted to analyze the mediating role of three dimensions of mother-child relationships, and the moderation model was conducted to examine the moderating role of maternal ACEs. ResultsThe results showed that maternal parenting stress predicted children's social-emotional problems directly or indirectly through the mother-child relationship, with an intimate mother-child relationship mediating this main effect negatively but a conflicted and dependent mother-child relationship mediating this main effect positively. In addition, moderating results indicated that the main effect of maternal parenting stress on children's social-emotional problems was more marked among participants with at least one maternal ACEs than those without maternal ACEs. Furthermore, the moderating effect was only detected in children whose mothers had a high school education or less. LimitationsThe subjectivity of mothers' reports may somewhat reduce the credibility due to the possible overestimation or underestimation of children's social-emotional problems. ConclusionThese findings provide new evidence for the effects of maternal parenting stress on children's social-emotional development and highlight the need for more attention to children with mothers having ACE exposure, lower educational level and poor parent-child relationships.

Age, Gender and Children Opinion with Social-Emotional Development among Preschool Children in Flood-Prone Areas

Background: Preschool children are at a risk of social-emotional problems at 58.8%, with 72.2% of post-flood disaster children experiencing emotional behavior problems. In flood-affected areas, the self-concept of preschool children shows poor self-image (53.4%), low self-esteem (56.8%), and a negative self-role (52.3%).Purpose: To understand the overview and factors correlation to the social-emotional development of preschool children in flood-prone areas.Methods: This research was designed as a descriptive cross-sectional study. A total of 125 preschool children living in flood-prone areas were the research subjects. The ASQ-SE questionnaire was used to measure the social-emotional development of children. Spearman tests were conducted to determine the correlation between respondent characteristics and social-emotional development.Result: This study shows 88% of preschool children living in flood-prone areas are at risk of experiencing social-emotional problems. The questions with the highest scores in the 36-month, 48-month, and 60-month questionnaires were related to children intentionally hurting themselves. Gender is significantly correlated with the social-emotional development of children in flood-prone areas (p 0.05).Conclusion: Preschool children in flood-prone areas are more likely to experience social-emotional problems. Gender plays a role in the social-emotional development of children. The results provide insight for pediatric nurses in developing interventions to prevent social-emotional problems in children with a family-centered care approach.

PENERAPAN PERMAINAN TRADISIONAL ENGKLEK DALAM UPAYA MENSTIMULASI ASPEK PERKEMBANGAN SOSIAL EMOSIONAL ANAK USIA 5-6 TAHUN DI RA Al-IKHWAN KOTA TASIKMALAYA

The Traditional games are a form of children's play that circulate orally among members of a particular collective, are traditional in form and passed down from generation to generation, and have many variations. One of the traditional games that has stimulating value is engklek. Engklek is a game of jumping or tiptoeing on one foot into boxes. However, in this era, the game of engklek is very rarely played by children. This is caused by developments in the times that have taken away children's interest and interest in the traditional game of engklek. In fact, if we observe the traditional game of engklek, it can stimulate various aspects of a child's development. This research is included in qualitative descriptive case study research. The data collection technique in this research was carried out using documentation techniques. To get a more detailed picture of the state of the research setting, researchers used observation techniques. The application of the traditional engklek game to children aged 4-5 years at RA Al-Ikhwan Tasikmalaya is able to stimulate aspects of children's social emotional development. This is proven by the results of research that has been carried out that the level of achievement of social emotional development for group A children at RA Al-Ikhwan is Developing According to Expectations (BSH) and BSB (Developing Very Well).

아동양육시설 생활지도원의 양육스트레스와 아동의 행동문제 관계에서 양육효능감 및 양육행동의 매개효과

Objectives: The purpose of this study is to examine the mediating effects of parenting efficacy and behavior in the relationship between caregivers’ parenting stress and children’s behavioral problems in children’s residential care homes.
 Methods: The study collected data from 209 caregivers of children’s residential care homes. The study analyzed descriptive statistics and correlation among variables through SPSS (ver. 26.0), and verified mediation effects by using the model 4 of PROCESS Macro (ver. 3.5). Results: First, correlations among parenting stress, efficacy and behavior, and children’s behavioral problem were statistically significant. Second, parenting behavior was proven to have a mediating effect in the relationship between caregivers’ parenting stress and children’s behavioral problems.
 Conclusions: Based on above results, the study discussed how to relieve parenting stress and reinforce positive parenting behaviors of caregivers for the healthy psychological and social-emotional development of children in child care facilities, and presented suggestions for follow-up studies.

Association between parents' concerns about eating and sleeping problems and social-emotional development in Chinese children aged 3 to 6 years.

Parents' parenting beliefs have a major influence on their children's eating and sleeping problems and emotional socialization. However, the relationship between parent's concerns about eating or sleeping problems and social-emotional development is unclear. We used a convenience sampling method to investigate 997 parents of preschool children aged 3 to 6 in Hangzhou, China, and asked them to complete the "Ages & Stages Questionnaire: Social-Emotional (2nd Edition)" (ASQ: SE-2) and the Survey of Concerns about Children's Eating and Sleeping Problems. To examine the relationship between children's social-emotional development and their parents' concerns about their eating or sleeping problems, binary logistic regression was used. There were 218 children (21.9%) with a suspected social-emotional development delay, and 273 parents (27.4%) were concerned about their children's eating or sleeping problems, which mainly focused on ill-balanced eating, bad eating habits, and difficulty falling asleep. The rate of suspected social-emotional development delay in children with the co-occurrence of eating and sleeping problems (37.8%) was significantly higher than those with only eating problems (29.7%), only sleeping problems (24.4%), and those with no eating or sleeping problems (18.8%) (p < 0.05). A binary logistic regression analysis showed that parents' concerns about the co-occurrence of eating and sleeping problems (OR = 2.52, p = 0.01) and only eating problems (OR = 1.71, p = 0.004) were risk factors for children's social-emotional development. In addition, boys were more likely than girls to have suspected social-emotional development delay (OR = 1.49, p = 0.01). Children whose parents were concerned about only eating or the co-occurrence of eating and sleeping problems were linked to have a higher risk of suspected social-emotional development delay.

Factors Influencing The Social-Emotional Development of Children And Adolescents: A Study Systematic Literature Review

Adolescence brings about major changes that are intertwined in all domains of development, not only in the physical dimension but also in social-emotional development. This study aims to analyze the factors that influence the social-emotional development of children and adolescents. This study used a systematic literature review method.  The analysis used was the Preferred Reporting Item for Systematic Review and Meta-Analytic (PRISMA) method. After scanning titles, abstracts and inclusion criteria, 575 journals were analyzed. Some findings were excluded because they did not meet the criteria, so the number of journals included in the discussion totaled 38 articles. The results showed that factors influencing socio-emotional development were grouped into six factors, namely socio-economic characteristics, mother-child interactions, risky behavior and device use, parental psychological conditions, attachment and parenting, and school learning programs. Suggestions that can be given are improving the psychological well-being of mothers, maintaining and increasing positive interactions between mothers and adolescents, parents have attachment and conduct positive parenting, adolescents have the ability to recognize and manage emotions.

Art Learning for Children as a Social Emotional Learning Program

Attitude is an aspect that needs attention because it is a polemic problem in children today. This article aims to initiate the concept of art learning as a social emotional learning program. It can be said that art education has a further meaning than just a process of transferring knowledge and skills, but art education can be used as an effort to develop Emotional Intelligence (EQ) and Intellectual (IQ) this is because art education itself is based on mental (moral), analysis, and synthesis, besides that art is seen as having the essential value to touch one's emotional plain. Literature review is the method in this research with data collection techniques from keyword searches: (1) social emotional learning and (2) art learning for children through Google Scholar. The results of the study found that social emotional learning through art education is seen as something interesting and crucial to be studied and further formulated into a formulation, where the concepts of Art Learning and Social Emotional Learning are used as a foothold and then analyzed, and led to the finding that art learning can be used as a social emotional learning program to be able to improve the five domains of children's social emotional competence. This research has implications for children's social emotional development including awareness and appreciation skills as a form of affection that can be applied later in social life.

Parental Phubbing and Child Social-Emotional Adjustment: A Meta-Analysis of Studies Conducted in China.

Parental phubbing refers to the act of parents using mobile phones in the presence of their children instead of engaging with them. With increasing smartphone use in many households, parental phubbing is a potential threat to children's healthy development. This meta-analysis synthesized the existing evidence on the impact of parental phubbing on children's social-emotional development to examine the effect sizes and identify the moderators. Following the PRISMA guidelines, we conducted a systematic search across multiple electronic databases (Web of Science, EBSCO, ProQuest, Springer, and China National Knowledge Infrastructure) from 2012 to May 2023. Our search included both English and Chinese literature, encompassing published journal articles as well as thesis. To assess the risk of bias, we utilized the Quality Assessment Tool for Observational Cohort and Cross-Sectional Studies. Publication bias was evaluated using funnel plot interpretation and Egger's regression intercept. Our comprehensive search identified 42 studies with 56,275 children and 59 effect sizes. A random-effects meta-analysis revealed that parental phubbing was positively associated with children's internalizing problems (r = 0.270; 95% CI [0.234, 0.304]) and externalizing problems (r = 0.210; 95% CI [0.154, 0.264]), while negatively correlated with children's self-concept (r = -0.206; 95% CI [-0.244, -0.168]) and social-emotional competence (r = -0.162; 95% CI [-0.207, -0.120]). Furthermore, the parental phubbing group moderated the association between parental phubbingand internalizing problems, when both parents engage in phubbing, there is a stronger association with children's externalizing problems compared to when only one parent is engaging in phubbing. The findings of this meta-analysis provide strong evidence supporting the detrimental effects of parental phubbing on child social-emotional adjustment. Consequently, parents, researchers, and the government must collaborate to mitigate parental phubbing and promote the healthy development of children's social-emotional abilities.