Children's Social-emotional Development Research Articles

Pengembangan Media Papan Sosial Emosional (Pansos) untuk Meningkatkan Perkembangan Sosial Emosional Anak Usia 5-6 Tahun

Lilia Fitriyati (NIM: 214223046), Development of Social-emotional Board Media (Pansos) to Improve Social Emotional of 5-6 Years Old Children (PGPAUD), 2023.Early childhood is a golden age, a time when growth and development begin and are on going. One aspect of child development that needs to be developed by educators is the aspect of social development. Social development aspects can be developed with game media. Educators should use interesting media in their learning. One way to develop social-emotional aspects is with Social-emotional Board Media (Pansos).Adopting from the monopoly game This study aims to determine the social-emotional development of children before and after using Social-emotional Board Media (Pansos) for children aged 5-6 years at Kober Nur Ismail. The purpose of this research and development is to find out the increase in children's social-emotional abilities through the use of learning media Social-emotional Board (Pansos). This type of research is research and development by adopting Sugiyono's steps. The research method used in this research is Research and Development (R&D) using steps from Borg and Gall which are simplified into stages, namely potential and problems, data collection, product design, design validation, design revision, product testing. The subjects of this study were children at Kober Nur Ismail who were 5-6 years old. From the results of the study it was known that there was an increase in social emotional development by 42.5% with the results of the initial presentation during the pre-test 40% and post-test 82.5%

Masked emotions: does children's affective state influence emotion recognition?

Facial emotion recognition abilities of children have been the focus of attention across various fields, with implications for communication, social interaction, and human behavior. In response to the COVID-19 pandemic, wearing a face mask in public became mandatory in many countries, hindering social information perception and emotion recognition. Given the importance of visual communication for children's social-emotional development, concerns have been raised on whether face masks could impair their ability to recognize emotions and thereby possibly impact their social-emotional development. To this extent, a quasiexperimental study was designed with a two-fold objective: firstly, to identify children's accuracy in recognizing basic emotions (anger, happiness, fear, disgust, sadness) and emotional neutrality when presented with faces under two conditions: one with no-masks and another with faces partially covered by various types of masks (medical, nonmedical, surgical, or cloth); secondly, to explore any correlation between children's emotion recognition accuracy and their affective state. Sixty-nine (69) elementary school students aged 6-7 years old from Greece were recruited for this purpose. Following specific requirements of the second phase of the experiment students were assigned to one of three (3) distinct affective condition groups: Group A-Happiness, Group B-Sadness, and Group C-Emotional Neutrality. Image stimuli were drawn from the FACES Dataset, and students' affective state was registered using the self-reporting emotions-registration tool, AffectLecture app. The study's findings indicate that children can accurately recognize emotions even with masks, although recognizing disgust is more challenging. Additionally, following both positive and negative affective state priming promoted systematic inaccuracies in emotion recognition. Most significantly, results showed a negative bias for children in negative affective state and a positive bias for those in positive affective state. Children's affective state significantly influenced their emotion recognition abilities; sad affective states led to lower recognition overall and a bias toward recognizing sad expressions, while happy affective states resulted in a positive bias, improving recognition of happiness, and affecting how emotional neutrality and sadness were actually perceived. In conclusion, this study sheds light on the intriguing dynamics of how face masks affect children's emotion recognition, but also underlines the profound influence of their affective state.

Pengaruh Stereotip Gender Guru PAUD Terhadap Perkembangan Fisik Motorik Dan Sosial Emosional Anak Usia Dini

This study aims to analyze the influence of gender stereotypes held by Early Childhood Education (PAUD) teachers on the physical, motoric and social emotional development of early childhood. Gender stereotypes can influence the way teachers interact with children, which in turn can affect their development in various aspects. The method used in this research is a quantitative method with a survey design. Data was collected through questionnaires distributed to PAUD teachers and direct observation of teacher interactions with children in class. The research results show that teachers' gender stereotypes significantly influence children's physical, motoric and social emotional development. Teachers who hold strong gender stereotypes tend to provide more support and opportunities to children according to traditional gender roles, resulting in an imbalance in the development of physical motor and social emotional skills between boys and girls. This research suggests the need for training for PAUD teachers to be aware of and overcome gender stereotypes, as well as the importance of more inclusive and gender-sensitive educational approaches to support the holistic development of early childhood.

Intergenerational transmission of non-cognitive abilities: Evidence from the Wuhan Birth Cohort Studies

Non-cognitive abilities strongly predict individual life outcomes. Maternal personality traits play a particularly pivotal role in shaping the non-cognitive abilities of infants and toddlers. However, few studies have been conducted on this topic within the Chinese context. This study aimed to examine the intergenerational transmission effect and mechanism of non-cognitive abilities between mothers and children using the 2021–2022 Wuhan Birth Cohort Studies. The analysis revealed an overall mother-child correlation for non-cognitive abilities of 0.294, with sub-dimensions ranging from 0.03 to 0.17. Higher extraversion, agreeableness, conscientiousness, and openness scores, as well as lower neuroticism scores among mothers were associated with better social-emotional development of children. Nurturing effects were significant in the intergenerational transmission of non-cognitive abilities. These results shed light on public policies aimed at enhancing children's development.

The relationship between video games and social-emotional delay in Chinese rural preschoolers: A comparison of five types of media video games and social-emotional delay.

Recent studies have revealed a negative relationship between children's digital media use and social-emotional development. However, few studies distinguish between different digital devices and the different functions they provide that may lead to different outcomes. This study explored the relationship between young children's time spent on various digital devices and their social-emotional delay based on a survey of 1182 preschoolers (3 to 6years old) in rural China. Children's social-emotional delay was assessed through a validated screening tool (ASQ-SE II). Children's time spent on television, computers, tablets, or smartphones was not associated with their social-emotional delay. However, their risk of social-emotional delay increased as their time spent on game consoles increased. This relationship was reflected in five of the seven behavioural areas of children's social-emotional development (i.e., self-regulation, compliance, affect, social communications, and interactions with people). Moreover, it did not vary between children with different socioeconomic statuses. This study suggests a possible relationship between children's social-emotional delay and video games, which might need to be paid more attention to than other media types.

The Correlation of Education, Employment, Parental Income and Social Emotional Development with the Nutritional Status of Preschool Children Living in Flood Areas

Nutrition is a biological factor that influences children's growth and development. In 2022, the World Health Organization stated that around 148.1 million children under five years old have a height that is not appropriate for their age or stunting, 45 million children are too thin compared to their height or wasting, and 37 million children are too heavy for their height or overweight..This study aims to determine the nutritional status of preschool children in flood areas and looking at the correlation of education, employment, parental income and children's social emotional development with the nutritional status of preschool children. The sample in this study was 114 preschool children aged 3 - 6 years who lived in flood areas. Sampling technique with cluster sampling. There are 9.6% of children who are very underweight, 29.8% are underweight, 15.8% are at risk of being overweight according to weight per age. According to height per age, there are 22% of children who are malnourished and 0.9% obese. According to BMI, there are 22.8% malnutrition and 18.4% malnutrition. There were 13.2% of children in the short category and 4.4% of very short children. There is a social emotional relationship between children and nutritional status according to BMIA. However, stunting and undernutrition or underweight are important findings in this study. These findings relevant for nursing to design and implement treatment or prevention interventions in overcoming nutritional problems in children. Future studies require surveys with larger samples and with more varied characteristics.

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.

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.

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.

PARENTING MANAGEMENT IN FORMING SOCIAL-EMOTIONAL DEVELOPMENT OF KINDERGARTEN IN BELITUNG

Social emotionality in children is one of the most important things in forming a child's personality. Air Seru State Kindergarten, Belitung Regency has various programs for personality development. The aim of this research is to analyze the conditions of parenting management in improving social emotional development in the Air Seru State Kindergarten, Belitung Regency as well as increasing the role of parents and educators in responding to children's social emotional development. This research uses qualitative research with descriptive analysis methods using data collection techniques, namely observation, interviews and documentation. The informants in this research consisted of institutional managers and parents. To complete the data, namely articles and/or others related to this research. The results of this research show that the parenting management carried out at the Air Seru State Kindergarten, Belitung Regency can shape the social emotionality of students and the closeness between parents, educators and students is well established on a regular basis, this is due to the planning that is carried out such as group community activities. parents and school institutions that run actively, students' social development that develops with direction and training at school and then accompanied by application at home. However, there are weaknesses, namely that some children lack parenting patterns due to problems at home or in the family.

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.