Emotional Well-being Of Children Research Articles

Association Between Harsh Disciplinary Methods and Child Functioning in Children Aged 7-14 Years in Punjab, Pakistan.

Despite having adverse physical and mental health outcomes, harsh disciplinary methods are commonly practiced all over the world. This study aims to measure the harsh disciplinary actions taken by parents and their association with child functioning in children, aged 7 to 14 years in Punjab, Pakistan. This study is based on secondary data obtained from the United Nations Children's Fund (UNICEF's) Multiple Indicator Cluster Survey, conducted in the Punjab province from 2017 to 2018. Parents/caregivers of 19,721 children were included in the analysis. Questionnaire-based interviews were conducted, and the data collection form included sociodemographic information, questions on different "Methods of Child Discipline" and the "Child functioning module." The data was analyzed using STATA 15.0. Multiple logistic regression analysis was conducted to calculate the adjusted odds ratio and 95% CI exploring the association between harsh disciplinary methods and child functioning. More than 50% of children were exposed to severe physical, psychological, and emotional disciplinary methods. Exposure to severe physical aggression was associated with increased difficulty in learning (2.60 [1.27, 5.31]), remembering (2.83 [1.47, 5.44]), controlling behavior (1.63 [1.21, 2.18]), anxiety (1.98 [1.25, 3.13]), depression (2.57 [1.57, 4.22]) and making friends (1.94 [1.01, 3.79]). Whereas moderate physical aggression and psychological aggression were associated with (1.48 [1.19, 1.84]) and 1.5 times (1.20, 1.84) increase in difficulty in controlling behavior, respectively. Nonviolent actions were associated with protective odds for self-care (0.33 [0.17, 0.65]), communication (0.51 [0.27, 0.96]), learning (0.56 [0.33, 0.95]), remembering (0.62 [0.39, 0.90]), concentration (0.50 [0.31, 0.80]), anxiety (0.60 [0.46, 0.79]) and depression (0.67 [0.49, 0.92]). Severe disciplinary methods are detrimental to the child's personal care, mental, social, emotional, and psychological well-being, whereas nonviolent actions are associated with positive child functioning. In a third-world country such as Pakistan, this topic is widely undiscovered and understudied, thus emphasizing the need for awareness and education of parents and healthcare providers.

Possible unintended consequences of pediatric clinician strategies for communicating about social-emotional and developmental concerns in diverse young children.

Screening to promote social-emotional well-being in toddlers has positive effects on long-term health and functioning. Communication about social-emotional well-being can be challenging for primary care clinicians for various reasons including lack of time, training and expertise, resource constraints, and cognitive burden. Therefore, we explored clinicians' perspectives on identifying and communicating with caregivers about social-emotional risk in toddlers. In 2021, semistructured interviews were conducted with pediatric clinicians (N = 20) practicing in Federally Qualified Health Centers in a single metropolitan area. Most participants identified as female (n = 15; 75%), white non-Hispanic/Latino (n = 14; 70%), and were Doctors of Medicine or Osteopathic Medicine (n = 14; 70%). Thematic analysis was conducted on audio-recorded interview transcripts. Clinicians used various approaches to identify social-emotional concerns which were sometimes difficult to distinguish from other developmental concerns. The clinician-caregiver relationship guided identification and communication practices and cut-across themes. Themes include: starting with caregivers' concerns, communicating concerns with data and sensitivity, navigating labels, culture, and stigma, and limiting communication based on family capacity and interest. Prioritizing the clinician-caregiver relationship is consistent with best practice and family-centered care. Yet, the dearth of standardized decision support may undermine clinician confidence and impede timely conversations about social-emotional concerns. An evidence-based approach with developmentally based culturally informed quantitative tools and standardized decision supports could help ensure equitable management and decision making about young children's social and emotional well-being and development. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Children's behavioural and emotional wellbeing during the COVID-19 pandemic: Findings from the Born in Bradford COVID-19 mixed methods longitudinal study.

The COVID-19 pandemic led to a multitude of immediate social restrictions for many across the world. In the UK, the lives of children and young people were quickly impacted when COVID-19 restrictions led to school closures for most children and restrictions on social interactions. The Born in Bradford COVID-19 longitudinal research study explored the impact of the COVID-19 pandemic on the lives of children and their families living in Bradford. Surveys were administered during the first wave of the pandemic (March to June 2020) and compared to findings from before the pandemic. The current study examined the social and emotional wellbeing of children from before to during the pandemic, measured using the parent completed Strengths and Difficulties questionnaire (SDQ). Regression analyses looked at associations between a range of social determinants of health and changes in SDQ scores. The results showed that those children most likely to experience difficulties during the pandemic were boys, younger children, those from White British ethnicity (compared to Pakistani heritage children) and those living in the most deprived areas. There were associations between experiencing difficulties and: food insecurity; financial worry; getting below recommended levels of physical activity; and having less than the recommended amount of sleep. The effect of COVID-19 restrictions are likely to have had negative consequences on children that could, in time, have long-lasting impacts on the health, wellbeing and development of children in the UK.

Common Childhood Sleep Problems and Disorders.

Sleep insufficiency and disturbances affect the physical, cognitive, and emotional well-being of children. To perform a narrative review on common sleep problems and disorders encountered in primary care for children and adolescents. A search of English literature in the Pubmed and Google Scholar databases published from 1 January 2000 till 31 October 2021 was conducted with the keywords "sleep problem" or "sleep disorder" and "child" or "adolescent". Findings in the relevant articles and cross-references were compiled. Sleep duration and habits of children vary widely across countries with different cultural backgrounds. There is robust evidence to support the promotion of positive bedtime routines and sleep hygiene as prevention and management of sleep problems. 15-70% of parents reported their children having sleep problems or disturbances. Common sleep complaints include difficulty in initiation or maintenance of sleep, abnormal behaviors or movements, snoring or abnormal breathing, and excessive daytime sleepiness. Comprehensive sleep history and a sleep diary are the first steps for evaluation. Home video and actigraphy may be used as preliminary tools to confirm the history. Referrals to a sleep specialist for polysomnography and other tests are needed, if suspecting specific sleep disorders, such as obstructive sleep apnea and narcolepsy, needs timely intervention. Common sleep disorders in different age groups encountered in primary care are reviewed with clinical features, indications for evaluation, and treatment options summarized. Screening for sleep problems shall be an integral part of each child's health care visit. It is important to evaluate the impact of common sleep problems and identify specific sleep disorders for early intervention to prevent long-term adverse outcomes.

Sports in Early Childhood for Optimal Holistic Development: A Comprehensive Exploration of MKSE

The purpose of this study was to find out how an understanding of sports activities affects the overall development of young children, with a focus on motor development, cognitive, social and emotional well-being. The research was conducted through a mixed approach by conducting qualitative interviews, direct observations, and quantitative surveys with children, parents, and teachers. The results showed that children's motor development, cognitive progress, social skills and emotional well-being were positively correlated with children's sports understanding. This study has practical consequences, including the suggestion that sports activities should be incorporated into early childhood education to enhance their overall growth. This study provides the basis for a more comprehensive approach to education, providing a better understanding of the role of sport in optimizing children's development in the early stages of their development. Highlights: Holistic Influence: Examining sports understanding's broad impact on early childhood development, encompassing motor skills, cognition, and socio-emotional well-being. Robust Analysis: Employing qualitative interviews, direct observations, and quantitative surveys with children, parents, and teachers to provide a multifaceted understanding of the relationship. Educational Integration: Positive correlations between sports comprehension and motor development, cognitive progress, social skills, and emotional well-being underscore the need for incorporating sports activities into early childhood education. Keywords: Early Childhood, Sports Understanding, Holistic Development, Motor Skills, Cognitive Progress

Early Childhood Education: Issues and Challenges – An Institutional Perspective

Early childhood education also known as preschool or pre-primary education is provided in settings such as Nursery schools, Kindergarten, Anganwadis, Montessori schools, etc. Some are located in the private sector while the Government sponsors some. Pre-primary education is critical for establishing a child's social, emotional, and overall well-being. Typically designed for 3 to 5-year-old children there are varying standards. It is on this foundation that the child's future learning and adaptability are built that it deserves serious attention. The importance of pre-primary education is recognized worldwide nevertheless universal coverage has not been achieved. According to the UNICEF Global Report on Early Childhood Education, which has come recently, world over there were at least 175 million children aged 3 to 6 years old who were not enrolled in school. The early years of a child's life build the basis for lifelong growth, and children who fall behind in these early years often never catch up with their peers, leaving them more likely to drop out of school and fail to reach their full potential. This points to the significance of probing into its causes and reflecting on solutions to overcome them. Going into the causes we find certain factors perpetuating this. Such are Economic backwardness, social backwardness, Institutional backwardness, and Administrative Deficiencies. The former two are pitfalls of a weak institutional system while the latter two reflect an institutional breakdown. Yet there are interlinkages between the two. Economic backwardness arises from the great divide between the rich and the poor and consequent power dynamics leading to increased marginalization of the poor. They lose the capability to encash opportunities for fair standards of living, education, adequate nutrition, appropriate housing, and healthy surroundings. Linked to it is the social backwardness where the morbidity becomes concentrated in the poor. Inadequacy of infrastructure and paucity of teaching-learning methods carefully tailor-made to needs, skilled manpower, motivators, and losing focus are major institutional factors. The state vested with the responsibility to intervene in high-priority areas lagging in progress or developmental needs through special programs and projects time to time suffer pitfalls pointing to administrative deficiencies as systemic factors. This paper attempts to bring out the issues and concerns of pre-primary education from an institutional perspective.

Teachers' Role in Facilitating Outdoor Game Education: A Qualitative Study in Jingmen Vocational College Pre-school Education Settings

Early childhood education serves as a crucial foundation for lifelong learning and development, highlighting the increasing importance of outdoor game education in nurturing physical, cognitive, social, and emotional growth in children. This qualitative study delves into the integral role of teachers within the pre-school education settings at Jingmen Vocational College, examining their perceptions, strategies, challenges, and the impact of outdoor game education on children's learning outcomes. Teachers in these settings perceive their role as essential in promoting holistic child development and employ various strategies while encountering challenges related to limited resources, weather constraints, and managing diverse needs. Positive outcomes include enhanced physical fitness, problem-solving abilities, creativity, social skills, and emotional well-being in children, along with improvements in independence, self-regulation, communication, and collaboration skills. Implications for practice call for professional development opportunities and resources for teachers, while policy recommendations emphasize the integration of outdoor game education into the curriculum and the allocation of dedicated time, resources, and safety guidelines for outdoor play. Future research should explore long-term effects, strategies to overcome challenges, and conduct comparative studies in various educational contexts, underscoring the pivotal role of teachers in fostering well-structured outdoor game experiences for enhancing children's overall development and well-being.

How does parental rearing patterns of children in upper primary school impact social withdrawal? A mediating effect of emotional regulation.

The present study endeavors to elucidate the impact of emotional regulation and parental rearing patterns on the social development of children in the upper grades of primary school. A burgeoning body of literature suggests that these factors significantly influence children's social adaptation and emotional well-being, yet a comprehensive examination of these relationships is warranted. Employing a cross-sectional design, this investigation utilized the Egna Minnen Beträffande Uppfostran (EMBU), Emotional Regulation Questionnaire for Children (ERQC), and Child Behavioural Issues Scale (CBCL) to assess a sample of 276 pupils across grades 4-6. The selection of these instruments allowed for a multifaceted evaluation of the constructs of interest. A pronounced disparity in parental rearing practices, emotional regulation capabilities, and levels of social withdrawal was observed among the different grades, with grade 5 exhibiting the most pronounced effects. Parental emotional warmth demonstrated a significant positive correlation with children's emotional regulation abilities, while punitive, rejecting, and preferential behaviors were inversely correlated. The study established that parental rearing practices indirectly influence social withdrawal through the mediating role of children's emotional regulation, underscoring the complexity of this relationship. The results underscore the salient role of parental rearing and emotional regulation in the social development of children. The study contributes to the existing literature by providing a nuanced understanding of the mechanisms through which parenting styles and emotional competencies interplay to affect social withdrawal. Implications for educational practices and future research directions are discussed.

Activities and Active Mobility of Children – at the Interface of Travel Behavior and Health Research

In a study, the connection of children's physical activity (PA), active mobility, and emotional wellbeing was investigated. In this paper, the question is addressed how a comprehensive picture of children's PA can be derived. A multi-method approach was applied: For seven days, children (11 to 13) in Lower Austria filled in paper-and-pencil questionnaires and wore activity trackers. Data of self-reports and sensors were merged. Daily profiles were developed to work out how results overlap respectively complement each other. Overall results show that sensor data helped to complete the picture of children's daily activities to address health behavior related questions.

Families' perception of the psychological effects of screen use in the COVID-19 pandemic and post-pandemic in the age group of 4 to 12 years age group in Asunción, Paraguay

Nowadays, screens have a preferential place in families, and the time spent in front of them is a reality in family life, occupying a space that limits interactions and communication. During the pandemic, the use of cell phones, notebooks, and computers intensified significantly, especially in fulfilling work functions and school homework and as a means of entertainment at the family's service. Today, in the post-pandemic period, there is an increase in consultations by families with children between 4 and 12 years old referred for evaluations and treatment in psychopedagogy and psychology. These referrals came from educational institutions or health services specializing in pediatrics, neurology, and child psychiatry. The most frequent reasons for consultations refer to attention deficit, constant irritability, mood swings, hyperactivity, depression, fears, difficulties in school performance, and the quantity and quality of nighttime sleep. Access to devices from an early age, increased during the pandemic and installed in the post-pandemic, leads to an exploratory study, without statistical representation, about parents' perception of the effects generated by devices on children's emotional well-being and the family atmosphere. For this study, researchers applied a closed questionnaire to parents of families whose children attended psychological and psychopedagogical consultations between 2023 and 2024 about their perception of the issue. Parallel interviews with Expert Groups about the use of screens and the psychological effects on the child population in question triangulated parents' perceptions. The study results suggest that early exposure to screens without control can generate disorders in family relationships and children's maturing, social, and learning development, considering the high use of screens in children and early exposure to them registered. Results also suggest the need for parents’ reflection on the use of electronic devices in family interaction, considering this time as the basis of neural development and fundamental functions such as language, motor skills, and the relationship with their young children. It would also be convenient to look for alternative activities to reduce screen use and set rules to establish limits to using those devices.

The Impact of Birth Order and Parenting Style on Sibling Rivalry Among Pre-school children

Sibling rivalry is an important aspect of child development and family dynamics, and understanding its prevalence, incidence, and risk factor is essential for addressing the potential negative effects on a child's emotional and social well-being. This study aims to determine the correlation between birth order and parenting style and sibling rivalry at Surau Gadang Subdistrict, Siteba, Padang City, Indonesia. A cross-sectional design was implemented. A simple random sampling technique was utilized for this research. Data analysis used univariate and bivariate. The results showed that more than half of the respondents (65.8%) whose parenting style was authoritarian experienced sibling competition. A total of 85 respondents to this study, with an average age of 37.2 years. We found that birth order (p-value=0.018), parenting style (p-value=0.040) have a significant correlation with sibling rivalry. Prior to becoming a parent, it is crucial to engage in thorough preparation. A health worker in a public health center should give information not only about health but also about parenting skills.
 Keywords: sibling rivalry, birth order, parenting style

Parents’ Impression On Quality Of Children In Learning Process At Classroom

Parenting style referred to the approach and methods that parents used to raise their children. This research aims to explore parents' perceptions, policies and participation in supporting children's learning process. Descriptive qualitative was used as a research method. The data of this study was a result of questionnaire and interview, and the source of the data was taken from students at MIS AL-QUBA Medan. The result of this study was the role of parents did not influence student learning in class, due to a lack of supporting factors. Various studies show that parental involvement has a positive impact on children's academic achievement, social development and emotional well-being by some factors, communication between parents and students, nutritious food, and other supporting factors such as additional tutoring and learning facilities.

Counseling Empathy in the Digital Era: Building Emotional Connections with Elementary School Students

This research was conducted to explore the impact of empathetic counseling using video call technology and specialized applications on elementary school students in addressing their emotional issues and enhancing their academic performance. The rapidly evolving digital era has brought complex challenges regarding the emotional well-being of children in elementary schools, making the role of counselors increasingly vital. The objective of this study is to investigate the effectiveness of empathetic counseling approaches through digital platforms in assisting students to overcome emotional problems and enhance their self-confidence. The research methodology involves an in-depth analysis of scientific publications related to empathetic counseling in the digital era, focusing on the empathetic counseling strategies implemented by counselors in the digital elementary school environment. The findings indicate that empathetic counseling approaches through video call technology and specialized applications have a positive impact, helping students feel heard, understood, and supported. However, the study also identifies limitations in involving parents' cooperation and technical aspects of using digital platforms.

Advantages and Challenges of Inclusive Education: Analysis of Teachers’ Subjective Experiences

The article aims to reveal the context of the expression of advantages and challenges of inclusive education. The research was based on an interpretive approach to research methodology in order to find out the attitude of the research participants – teachers of general education schools – about the reality of the implementation of inclusive education in the context of general education. In order to achieve high-quality education for all, the teachers saw the positive benefits of inclusion for all participants in the process of education, the community of the institution, the positive process of socialization, and the emotional well-being of children. It is emphasized that the successful implementation of the principle of inclusion in the school is impossible without changing values, attitudes, and beliefs, constructive and effective cooperation, team work of teachers and educational support specialists both when planning activities and directly working in the classroom.

Effects of Hippotherapy on Health-Related Quality of Life in Caregivers of Children with Cerebral Palsy: A Pilot Quasi-Experimental Study in Japan.

Despite accumulating data regarding the beneficial effects of hippotherapy on gait and balance skills in children with cerebral palsy (CP), its effects on caregivers' quality of life (QOL) are limited, presumably due to a lack of reliable and valid measurement tools. This study aims to evaluate the impact of hippotherapy on the health-related QOL of primary caregivers using the Japanese version of the Cerebral Palsy Quality of Life for Children (CP QOL) questionnaire. A quasi-experimental design embedded within our existing cohort was utilized. A total of 29 children with CP (range 4-12 years) and their caregivers participated in either a weekly hippotherapy or recreation (usual care) program for 1 year. In addition to gait-related measurements (Gross Motor Function Measure [GMFM]-E) of children, CP QOL-evidenced determinants of the caregivers' health-related QOL and well-being were compared before and after the intervention. In addition to improvements in children's GMFM-E scores, hippotherapy improved CP QOL domains related to participation and physical health, children's emotional well-being, and parents' overall health (p < 0.05). Linear regression analysis showed a positive relationship between the children's GMFM-E scores and their caregivers' health domains in participants who received hippotherapy (r2 = 0.404; p = 0.011). Hippotherapy has a beneficial effect on the physical and mental well-being and satisfaction of Japanese parents caring for children with CP.

The impact of routines on emotional and behavioural difficulties in children and on parental anxiety during COVID-19

BackgroundThe Covid-19 pandemic and related public health measures, including lockdowns and school closures, have impacted on mental health of children.Aims and hypothesisWe hypothesised that there would be an association between maintaining a routine during lockdown and both lower emotional and behavioural difficulties in children and lower parental anxiety. Routine was taken as keeping to the same basic activities such as mealtimes and bedtimes. We also hypothesised that children of ‘keyworker’ parents would have fewer emotional and behavioural symptoms due to having maintained more normal routines. The key reason was that children of keyworkers still attended school or nursery and parents would have been getting up and coming home at the same times as pre-Covid. Keyworker status was defined as those whose work was essential to Covid-19 response, including work in health and social care and other key sectors.MethodsWe used data from the Avon Longitudinal Study of Parents and Children (ALSPAC) to explore associations between maintaining a routine, and emotional and behavioural difficulties in children, using linear regression models. All eligible ALSPAC-G2 participants were sent the survey and the responders are representative of the eligible G2 population. We included measures of parental anxiety. We separately explored associations with having a keyworker parent. We used the Carey Infant Temperament Questionnaire and the Revised Rutter Parent Scale for Preschool Children to establish levels of emotional and behavioural difficulties. The measures were chosen to match previous waves in multi-generations in ALSPAC where they had been shown to be predictive of later mental health in children. The scales measure emotional and behavioural problems.ResultsTwo hundred eighty-nine parents completed questionnaires about their 411 children. Keeping a routine was associated with emotional and behavioural difficulty scores 5.0 points lower (95% CI −10.0 to −0.1), p = 0.045 than not keeping a routine. Parents who reported keeping a routine had anxiety scores 4.3 points lower (95% CI −7.5 to −1.1), p = 0.009 than those who did not. Children of keyworkers tended to have lower emotional and behavioural difficulty scores [−3.1 (95%CI −6.26 to 0.08), p = 0.056] than children of non-keyworkers. All models were adjusted for relevant potential confounders.ConclusionMaintaining a routine may be beneficial for both child emotional wellbeing and parental anxiety, although it is also possible that lower parental anxiety levels made maintaining a routine easier. Being the child of a keyworker parent during lockdown may have been protective for child emotional wellbeing.

The Social Stereotype of Children With Physical Disability

Children with physical disability often face stereotypes and stigmatization that affect society's perception of their abilities and potential. The aim of this research is to investigate the stereotypes experienced by children with physically handicapped, find out where the source of these stereotypes comes from, how they impact children, and what efforts have been made to reduce these stereotypes. This article uses a literature review method to explore the dimensions of these stereotypes, including their sources, their impact, and efforts to reduce them. The results show that stereotypes stem from assumptions about physical and intellectual disabilities, which are reflected in the media, personal experiences, and a general lack of understanding. These stereotypes can negatively impact children's psychological, emotional, and social well-being, and limit their participation in social activities. Efforts to reduce stereotypes through community education, family support, and inclusive approaches in schools are needed to create a more inclusive and supportive environment for children with motor disabilities. In conclusion, raising public awareness and ensuring the adaptation of individuals with disabilities in social life are key steps to prevent stigmatization.

‘When there is love between a father and mother, the child will also be loved’: a qualitative exploration of the links between couples’ relationships, parenting and early childhood development in Mwanza, Tanzania

IntroductionThe relationship between parents is a key component of the family system that is associated with various child outcomes. However, less is known about how caregivers and community members make...

Service and emotional support animals in pediatrics

There is a growing body of evidence of the positive psychological and social impacts animals can have on individuals with chronic conditions and disabilities. Service animals have been used primarily in the adult population. Recently they have become more prevalent in pediatric care to improve the quality of life and emotional well-being of children with physical and mental health challenges. Studies have shown that both service animals and emotional support animals (ESAs) improve physical, psychological, and social health of children with chronic medical conditions and neurodevelopmental disabilities. Due to the increasing use of service animals and ESAs in pediatrics, providers need to be aware of which children may benefit from having a service animal or ESA, the process to obtain them and recognize the practical, financial, and ethical considerations or challenges children and their families may encounter. This article aims to provide guidance on the differences between service and emotional support animals and considerations for their use in pediatric care.

Exploring the opportunities and constraints of urban small green spaces: an investigation of affordances

ABSTRACT The presence of green elements, such as plants, trees, and natural outdoor spaces, has been found to have a significant impact on children's physical, mental, and emotional well-being. Studies have shown that access to green spaces can improve children's cognitive development, increase their physical activity levels, and reduce stress and anxiety. Furthermore, green features may increase children's creativity, imagination, and environmental, ecological, and social interaction education. This research aims to comprehend how green elements affect the formation of gathering spots for children in urban areas and which social and functional features influence children's decisions when choosing gathering spots. It specifically examines the social and spatial constraints that limit children's active play in urban spaces in the immediate vicinity of five single-gender girls’ elementary schools in Tehran. Moreover, it observes how the priority of children in choosing gathering spots around schools is affected by safety and surveillance concerns. Observations indicate that children's hang-out spots around schools are determined more by safety and surveillance than access to green spaces or natural elements. The research provides insights into the importance of green elements in shaping children's playful behavior. It emphasizes the necessity of considering safety when planning green spaces in schools’ vicinities.