Children Emotional Development Research Articles

The Influence of Parenting Styles on the Early Childhood Development at Tkk Kasih Mulia Cimahi

Early childhood development is a crucial period in the formation of a child's physical, cognitive, and emotional growth. Parental upbringing plays a significant role in supporting a child's development during this phase.** This study aims to analyze the influence of parenting styles on the early childhood development at Taman Kanak-Kanak (TKK) Kasih Mulia Cimahi. The background of this research is based on the fact that many parents do not fully understand how the parenting styles they adopt affect their child's development, especially during the early years, which are critical for the growth of various aspects of a child's development. The purpose of this study is to examine the relationship between different types of parenting styles—authoritative, authoritarian, permissive, and neglectful—and their effects on the physical, social, emotional, and cognitive development of children. A quantitative method with a survey approach was employed for this research. Data were collected through questionnaires distributed to 50 parents whose children attend TKK Kasih Mulia Cimahi, along with direct observation of the children's development. The data analysis technique used was regression analysis to determine the influence of parenting styles on various aspects of child development. The results showed that the authoritative parenting style had the most positive impact on all aspects of child development, particularly in social and cognitive growth. Conversely, authoritarian and permissive parenting styles tended to have negative effects, especially in the emotional and social development of the children. Neglectful parenting had the most detrimental effect on the physical and emotional development of the children. The conclusion of this study is that parental upbringing significantly influences early childhood development. Parents who adopt an authoritative parenting style are more likely to have children who grow and develop optimally. The recommendation is for parents to better understand the importance of applying balanced parenting, such as the authoritative style, which can holistically support a child's development. Additionally, schools are encouraged to provide education to parents on the importance of parenting in supporting early childhood development.

Physıcal Punıshment Agaınst Chıldren in Türkiye: The Necessıty of Alternatıve Dıscıplıne Methods

The aim of this study is to examine the prevalence of corporal punishment against children in Türkiye and the negative effects of this practice on children's physical and psychological health. Corporal punishment is considered as a disciplinary method that harms children's development and leads to long-term negative consequences. Studies conducted in Türkiye show that physical violence against children at home is at an alarming level and is accepted as a cultural norm. The study discusses how corporal punishment disrupts children's emotional and social development and how such punishments can lead to permanent traumas in children. The necessity of alternative discipline methods is emphasised and it is explained how positive discipline contributes to children's self-control, healthy relationships and positive behaviours. In conclusion, the importance for parents and educators to adopt and implement positive discipline methods instead of corporal punishment is emphasised. These methods contribute positively to both individual development and social adaptation of children.

EDUCAÇÃO INFANTIL E A SUA IMPORTÂNCIA NO DESENVOLVIMENTO DAS CRIANÇAS

Early childhood education is an essential phase in children's development, which covers the first years of life, generally up to the age of five. This period is crucial for children's cognitive, emotional, social and physical development, providing the foundation for future learning. Early childhood education is not limited to teaching academic content, but also focuses on stimulating children's curiosity, creativity, autonomy and socio-emotional skills. Through playful, interactive activities focused on sensory experience, children explore the world around them, develop their language, motor coordination and social skills. In addition, early childhood education plays an essential role in promoting equal opportunities, social inclusion and preparing them for life in society. Therefore, investing in the quality and universal access to early childhood education is important to ensure the healthy and equitable development of children and to build a more just and democratic society in the future.

O IMPACTO DA DOR CRÔNICA NA QUALIDADE DE VIDA DAS CRIANÇAS O PAPEL DO ENFERMEIRO NO MANEJO DA DOR

The impact of chronic pain on children's quality of life and the role of nurses in pain management is the central approach of this study, which was carried out through a literature review. The aim is to analyze how chronic pain affects children's physical, emotional and social development, as well as to assess the importance of nurses in identifying and treating this pathology. The review aims to strengthen the improvement of nursing practices and enhance the multidisciplinary approach in the hospital environment. Scientific articles and recent publications on the subject were used to support the discussions. The main results indicate that the proper management of chronic pain in children, led by nurses, is indispensable for minimizing the negative impacts on the child's quality of life, and that continuous and personalized interventions are necessary. The research also highlights the importance of adequate training for professionals and the implementation of protocols that consider both the physical and emotional aspects of pain, reinforcing the need for a holistic, effective, interdisciplinary approach guided by nurses.

Analysis of Children's Development Pathways based on Bronfenbrenner's Ecological Systems Theory

Childhood is a critical stage in human life, during which an individual's cognitive, emotional, social, and physical development progresses rapidly. Early development is not only essential for children's future achievements but also plays a significant role in societal structure, economic growth, and cultural transmission. Promoting the holistic development of children is the responsibility not only of families and educational systems but also of society as a whole. This study, grounded in Bronfenbrenner's Ecological Systems Theory, aims to analyze how various ecological system levels influence children's cognitive, emotional, and social development, and explores the impact of these systems' interactions on overall child growth. The research encompasses the microsystem (e.g., family and school), mesosystem (e.g., family-school interactions), exosystem (e.g., parental socioeconomic status and work environment), macrosystem (e.g., cultural background and social policies), and chronosystem (e.g., significant life events and historical context). The findings reveal that the interactions between these ecological systems play a pivotal role in children's development and influence their holistic development.

Effects of Child Street Trading on Educational Outcomes in Lagos Nigeria

This study examines the effects of child street trading on educational outcomes in Lagos, Nigeria. Using a qualitative research design, data were collected through semi-structured interviews with parents and teachers to explore how street trading impacts school attendance, academic performance, and the cognitive and emotional development of children. Data were analyzed using thematic analysis, which involved emergent open coding to identify recurring patterns and themes. The analysis revealed four major themes: (1) disruption of school attendance and engagement, (2) academic performance and learning challenges, (3) cognitive and emotional development, and (4) socioeconomic pressures and educational aspirations. The findings show that street trading significantly disrupts children’s school attendance, leading to tardiness, missed classes, and exhaustion, which hinder their ability to concentrate and engage in learning. As a result, academic performance suffers, with children experiencing gaps in knowledge and declining grades. Additionally, the emotional toll of street trading was evident, with many children struggling with low self-esteem and feelings of failure, further diminishing their motivation to succeed academically. The study concludes that child street trading poses substantial barriers to educational success, perpetuating poverty and limiting future opportunities. These findings highlight the urgent need for targeted policies and interventions to mitigate the negative impact of street trading on children’s education in Lagos, Nigeria.

Anthropomorphism as an art of storytelling: Exploring Aesthetics and Ethical Implications in Children’s Literature

Animals are extremely important to children’s books. Among other narrative functions, animals serve as essential metaphors for understanding the human animal. They provide emotional comfort, stimulate imagination, and offer a safe space for exploring complex themes, all of which contribute to children's emotional and cognitive development. Beyond their psychological appeal, animal characters in children's literature also offer significant educational value. This paper explores the aesthetics and ethical implications of anthropomorphism in Children’s Literature. Anthropomorphism is transmitted in kids through storytelling and then in the form of print media. It enhances the cognitive skills in children. The concept can be used in many ways to inculcate moral lessons in children. It teaches how to look at life. Kids learn to deal with their emotions. The paper analyses the stories of Panchatantra and Aesop’s Fables and the concept of Anthropomorphism and how it is used in children’s stories to understand and give a persona to the creatures who live alongside humans.

Impact of the COVID-19 pandemic on children's social, emotional, and moral development: A systematic literature revie

This research aims to better understand how the COVID-19 pandemic has affected children's social, emotional, and moral development. Articles and related studies were gathered from the Education Resources Information Centre (ERIC), Scopus, and Science Direct databases. After a quality review following the PRISMA 2020 protocol, 16 articles were selected for a systematic literature review (SLR). The findings from this review were organized into four main themes: (1) the impact of technology and distance learning on children, (2) children's behavior and emotions, (3) the conditions of people around them, and (4) social support. It is suggested that future studies focus on the positive effects of COVID-19 on education.

Institutionalization Of Children And Their Overall Development

The ideal environment for children's physical, psychological, and emotional development is within a family. All children should live in supportive, protective, and caring settings that enables them to achieve their full potential. Those with inadequate or no parental care are especially at risk of missing out on such nurturing environments. Many children in India lack a stable home and family. These include abandoned, surrendered, and orphaned children, as well as destitute children with families. These children are particularly vulnerable in terms of their right to survival, development, and protection. The State is accountable for protecting the rights pertaining to these children and ensuring appropriate alternative care through its competent authorities, such as nongovernmental organizations and civil society organizations. The Government also enacted the Juvenile Justice (Care and Protection of Children) Act 2015, which serves as the major legislative framework for child protection in India, ensuring the security, protection, education, welfare, and development of children in need. The paper attempts to explore the institutionalization of children, the shortcomings of such a process, and the felt needs of the children. It focuses on the concerns of institutionalization and the overall development of children, access to their rights, welfare provisions, and relevant legislations. It also looks at adoption as an alternative to institutionalization. The paper thus examines child care institutions from the perspective of the child and argues that institutional care should be the last resort. It also discusses contemporary social work and advocates for alternative care, along with comprehensive welfare measures to guarantee the protection and overall development of children in need

Dance Education in Promoting Children's Sociality and Study on the Role and Mechanism of Emotion Development

As a unique form of education, dance education has a significant impact on children's social and emotional development. Through dance activities, while enjoying the charm of art, children can learn social rules and emotional expression through body language and collective interaction, thus enhancing social communication ability and emotional regulation ability. Dance education not only improves children's physical coordination and creativity, but also promotes the cultivation of empathy and the development of self-cognition through non-verbal emotional communication. This study deeply discusses the mechanism of dance education in children's social and emotional development, and provides a valuable reference for preschool education practice.

Testing a family system-based intervention (ENTREN-F Programme) for a paediatric obesity sample by a randomized controlled trial

This study evaluated the effectiveness of ‘ENTREN-F’ –a multi-component, family system-based intervention-for managing paediatric obesity at National Health Primary Care. A 3-arm, parallel-design, single-blinded randomized controlled trial (RCT), 165 families were randomized: Arm 1) ENTREN-F(n = 62) is a 12-week cognitive-behavioural intervention (CBT) family system-based programme, addressing lifestyle changes, children's emotional and social development and the family system, Arm 2) ‘ENTREN’ (n = 52) is a CBT family-based programme for children and parents, not addressing the family system, and Arm 3) Control group (CG) (n = 51) covers individual behavioural monitoring. All children were clinical interviewed to assess a diagnosis. Their effectiveness was assessed against six-month changes in children's body mass index (BMI) z-score, children's psychological well-being, levels of expressed maternal emotion, depression symptoms, parental feeding practices, levels of physical activity and sedentary lifestyles. The maintenance of the changes was evaluated for two years. High-attendance rates for ENTREN-F (72.6% vs. 66% vs. 33%, respectively) indicated its greater acceptance. After programme completion, the BMI z-score reduced by .5 points in almost 50% ENTREN-F (n = 22/45), 21.9% ENTREN (n = 7/32) and 11.8% (n = 2/17) CG participants. There were no significant differences between the three trial arms for anthropometric, psychological, or family-related measures. At the two-year follow-up, both ENTREN-F and ENTREN showed similar long-term effectiveness without between-group differences, and weight trajectories were favourable. ENTREN-F appears effective for childhood obesity management; however, the COVID-19 pandemic limited the sample size. Also, the tendency towards multiple differences in child and family outcomes could not be statistically shown. It also provides further evidence of the role of psychological and family-related factors that may underlie the origin and maintenance of weight gain.

The neuropsychology of early childhood and infancy.

Piaget's theory emphasizes the biological structures children utilize to make sense of their environment and based on those experiences become able to adapt. Many factors can intervene in the gradual and complex process of development, causing an array of issues both acute and chronic. Several studies have found that disability in the early months is a strong predictor of cognitive impairment in preschool. The presence of early functional anomalies may represent developmental delay and/or neurodevelopmental disorders. Understanding the risk factors and detecting such signs early on is important to prevent or minimize later cognitive, behavioral, and psychosocial problems. The study aims to emphasize how critical the early years are to a child's future cognitive, physical, emotional, and social development as well as their overall well-being. In addition, the fact that crucial developmental stages can be hampered or obstructed by a variety of factors is highlighted.

ALIENAÇÃO PARENTAL "PROTEÇÃO E PREVENÇÃO: A LUTA CONTRA A ALIENAÇÃO PARENTAL NO CONTEXTO JURÍDICO"

The objective of this article is to address parental alienation, which is a set of actions aimed at distancing a child or adolescent from one of the parents, usually through emotional or psychological manipulation. This practice may include discrediting the other parent, restricting contact, and creating a hostile environment. The phenomenon can have serious consequences for the child's emotional development, leading to issues with self-esteem, relationships, and mental health. Legislation in many countries seeks to protect children and punish parental alienation, promoting healthy coexistence with both parents.

DISKRIMINASI TERHADAP ANAK TUNANETRA DALAM KELUARGA: KAJIAN PASTORAL KONSELING

Discrimination against blind children in the family is a complex problem and often occurs consciously and unconsciously which has an impact on the psychological and emotional development of children. This research aims to find out the forms of discrimination that occur, as well as their impact on blind children. The method used is descriptive qualitative, where researchers describe the forms of discrimination that occur, and how they affect children.

PERAN PSIKOLOGI PERKEMBANGAN DALAM DUNIA PENDIDIKAN ANAK USIA DINI DAN KAITANNYA DENGAN PENDIDIKAN KRISTEN

The role of developmental psychology is very important in early childhood education, because understanding the stages of child development helps educators in designing appropriate and effective curricula. This research examines this role by showing how the principles of developmental psychology can be applied in the context of early childhood education. Apart from that, this research examines the relationship between developmental psychology and Christian education, which emphasizes spiritual and moral values in the care and education of children. This research also examines the problems that occur in early childhood and looks at what factors cause these problems to occur and provide general treatment. By combining developmental theory and Christian education, this research aims to provide insight into the role of developmental psychology in early childhood education which supports children's cognitive and emotional development and shapes their character and morals in relation to Christian education. This research method uses a descriptive qualitative method, with data collection in the form of interview and observation techniques through several questions given, as well as observations made. It is hoped that the results of this research can become a practical guide for educators and parents in implementing educational strategies that are in accordance with child development values and Christian teachings.

CREATIVE AND INNOVATIVE TEACHER'S ATTITUDE IN DEVELOPING THE CREATIVITY OF KINDERGARTEN CHILDREN AT TK DHARMA PUTRA DENPASAR

Integrating character education into the early childhood curriculum is becoming increasingly important in the modern era, mainly to ensure the balanced development of children physically, emotionally, and intellectually. At Dharma Putra Denpasar Kindergarten, dance is used as a medium to teach character values, but the effectiveness of this approach has yet to be widely studied. This research aims to determine the efficacy of integrating character education through dance at Dharma Putra Denpasar Kindergarten in supporting holistic child development. Data was collected through direct observation, in-depth interviews with teachers, and analytical documentation related to learning plans and student projects. The validity and reliability of research results are maintained through data triangulation and member checks. The data obtained were explained inductively using open, axial, and frequency coding techniques. The research results show that using dance as a medium for character education at the Dharma Putra Denpasar Kindergarten effectively balances children's physical, emotional, and intellectual development. These findings are essential in maintaining a balance between technological progress and preserving local wisdom in education, as well as providing a reference for future curriculum development that emphasizes cultural identity and character formation from an early age.

Unlocking the forest: An ethnographic evaluation of Forest Schools on developmental outcomes for 3-year-olds unaccustomed to woodland spaces.

Early years experiences shape a child's physical, cognitive and emotional development. Spending time in greenspaces offers benefits for children's development, but access and use can be limited in urban settings. There is increasing interest in the health and developmental benefits of Forest Schools for primary-aged children, but little is known about the benefits for pre-school children. This study aims to identify these and explore the processes and activities associated with a Forest School intervention for early years children that may influence outcomes. This paper reports on an ethnographic approach involving 65 hours of observations with two cohorts of 10 3-year-olds attending 11 weekly Forest School sessions in an urban setting. The children attending had little or no previous experience of natural spaces. 14 in-depth interviews were conducted with parents, and nursery and Forest School staff. The data were analysed using thematic analysis, and outcomes were identified using the Early Years Foundation Stage Statutory Framework. Despite logistical challenges, the intervention benefitted age-specific health and development outcomes, particularly personal, socio- and emotional development, verbal communication, and mathematics. Unexpected benefits were observed among nursery staff and parents attending Forest School. Forest Schools are a promising and feasible method to improve nature connectedness and development in children aged 3 years and support school readiness. The maintenance and protection of urban woodland spaces are paramount to facilitate this.

Parent Facilitation of Child Emotion Regulation in ASD: An Ecological Momentary Assessment Study.

Parents play a substantial role in their children's emotion regulation (ER) abilities. Children with autism spectrum disorder (ASD) often have difficulties regulating their emotions, which can manifest as externalizing behavioral issues. Parents of children with ASD facilitate their children's ER development in response to unique challenges and stressors, often developing resiliency but other times contributing to their children's dysregulation and behavioral challenges. It is unclear how much momentary stress attenuates parents' emotional facilitation of child ER and its effect on child behavioral functioning. Using an ecological momentary assessment approach, the current study explores this process by considering how parents of children with ASD facilitate child ER through (1) parent ER ability, (2) emotion socialization style, and (3) expressed emotion. Multilevel models explored the relative influences of parent ER facilitation on the association between momentary parent stress and behavioral intensity. Results suggest that parent ER abilities and specific emotion socialization styles interact with momentary parent stress and child behavior, whereas emotional climate of the home impacts child behavior more directly. The role of parent ER facilitation in the context of parent stress and children with ASD and behavioral problems is complex and multifaceted. Implications for further supporting children's emotional development via parent involvement are discussed.

Best Practices for Supporting Social–Emotional Development in Children With Developmental Language Disorder and Attention-Deficit/Hyperactivity Disorder

Purpose: Children with developmental language disorder (DLD) and/or attention-deficit/hyperactivity disorder (ADHD) are at an elevated risk of social–emotional difficulties, including low self-esteem and anxiety, related to school achievement and peer interactions. This clinical focus article provides best practice guidelines, shaped by a neurodiversity-affirming lens, to support children's social–emotional development. Method: The guidelines were developed through interprofessional discussions among the authors, which included three communication specialists and two mental health specialists, and supported by review of the scholarly literature on neurodiversity, DLD, and ADHD, with a focus on first-person perspectives of children and adults with these conditions and their parents and teachers. Results: The practice guidelines include recommendations for the interprofessional assessment of DLD and/or ADHD and suggestions for neurodiversity-affirming supports to promote acceptance of students with DLD and/or ADHD by teachers and peers. Intervention recommendations for social communication skills, self-regulation supports, and self-advocacy are described. A hypothetical case study is provided to illustrate implementation of the recommended practices. Conclusions: First-person and family perspectives studies provide compelling evidence that having DLD and/or ADHD, coupled with the negative reactions of others to children's differences related to these conditions, have adverse effects on children's social–emotional development. Speech-language pathologists and their interprofessional team members have an important role to play in preventing these effects by providing social–emotional supports for children with DLD and/or ADHD.

Teacher’s Perspective on Roleplay and Its Positive Impact on Early Childhood Education

Early childhood education focuses on watching children's growth and development during their first five years of existence. To offer early childhood learners a holistic education, educators must meet their needs and promote their mental, physical, and emotional development. To create young generations capable of overcoming all of the issues of the future, instructors and students must collaborate to display rigorous learning that is enjoyable, creative, active interaction, problem solving, and independent decision making at a young age. The primary goal of this research is to investigate the benefits of role-playing in children's development, as well as teachers' perspectives on role-playing in early childhood education. This inquiry employed a qualitative approach. A survey was administered using open-ended questions, teacher observations, and document collecting. The study's survey of early childhood education teachers investigates how role-playing enhances children's cognitive, emotional, physical, social, and language development. The study's findings suggest that role-playing is an effective teaching approach for enhancing children's growth and development, especially in the early years. The study's findings will help not only instructors, but also schools, boards of directors, and Malaysian decision-makers build the best solution for encouraging role-play in early childhood education teaching strategies.