Children's Social-emotional Development Research Articles

A longitudinal study on moral emotions and psychosocial functioning among preschool children with and without hearing loss.

Moral emotions such as shame, guilt and pride are crucial to young children's social-emotional development. Due to the restrictions caused by hearing loss in accessing the social world, deaf and hard of hearing (DHH) children may encounter extra difficulties in their development of moral emotions. However, little research so far has investigated the development trajectory of moral emotions during preschool years in DHH children. The present study used a longitudinal design to explore the development trajectories of shame, guilt, and pride, in a sample of 259 Chinese DHH and typically hearing (TH) preschoolers aged 2 to 6 years old. The results indicated that according to parent reports, DHH children manifested lower levels of guilt and pride compared to their TH peers, yet the manifested levels of shame, guilt, and pride increased throughout the preschool time at a similar pace in all children. Moreover, whilst guilt and pride contributed to increasing levels of psychosocial functioning over the preschool years, shame contributed to lower social competence and more externalizing behaviors in DHH and TH preschoolers. The outcomes imply that early interventions and adjustment to hearing loss could be useful to safeguard the social development of children with severe hearing loss, and cultural variances shall be taken into consideration when studying moral emotions in a Chinese cultural background.

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.

Fostering Prosociality in Refugee Children: An Intervention With Rohingya Children.

Prosocial behavior is a distinguishing characteristic of human nature. Although prosocial behaviors emerge early in development, contextual factors play an important role in how these behaviors are manifested over development. A large body of research focuses on the trajectory of prosocial development across diverse cultures and investigating contexts that foster it. Against this backdrop of developmental research endeavoring to understand and enhance the cooperative side of humanity, is the catastrophic impact of profoundly negative forces on social-emotional development for children forced to flee from violent conflict. Close to half a million Rohingya children, whose families were forced to flee genocide in Myanmar, now live in the largest refugee camp in the world. To examine the resilience of human prosociality in the face of extreme adversity, we documented initial levels of prosociality in Rohingya refugee children living in a mega-camp (Cox's Bazar, Bangladesh) and the extent to which those levels were improved following a multifaceted intervention designed to foster prosociality. The research was a partnership between Rohingya community members with lived experience, humanitarian practitioners, and developmental researchers. A sample of 152 Rohingya children (5-12 years) participated in pre- and postintervention assessments of prosocial behaviors and related cognitive-affective processes. The 10-day collaboration-based intervention was implemented between November 2021 and January 2022 by Rohingya researchers. Birthplace was used as a proxy measure of trauma level. Children born in Myanmar (N = 88) directly experienced relatively higher levels of trauma (genocide, forced migration) than children who were born in the camp after their families fled from Myanmar (N = 64). Children were individually tested pre- and postintervention with a task battery, including a helping (Origami) and two sharing tasks (Dictator Game [DG], Forced Choice sharing) measuring prosocial behavior. Assessments of related cognitive-affective processes included measures of empathic responding and emotion perspective-taking in story tasks (Imagine, Judgment) and executive function (EF) skills (Younger: Hearts & Flowers; Older: Dimensional Change Card Sorting). Small group intervention sessions conducted over 10 days targeted these prosocial behaviors and cognitive-affective processes and were based on collaborative activities, emotion perspective taking and EF skills training with the same partner throughout the intervention phase. We used latent change modeling to examine initial levels (preintervention) and intervention-related changes in these measures from pre- to postintervention. Prosocial responding was found across all measures (preintervention) and improvements (pre- to postintervention change) were apparent across most measures. Age and birthplace variables were significant predictors of initial levels and intervention-related change. Initial levels: Regarding age, older children (9-12 years) showed higher levels than younger children (5-8 years) of sharing in the Forced Choice task but lower levels in the DG. Older children also showed higher levels of empathic responding when asked to report how they would feel and respond to another person's misfortune in the Imagine task. Regarding birthplace, prior to the intervention camp-born children showed higher levels than Myanmar-born children of helping in the Origami task and reported more behavioral responses indicating how they would respond to misfortune in the Imagine task. In contrast, Myanmar-born children had higher levels of sharing in the DG and consistently chose equality over inequality in the Forced Choice sharing task, even when their partner would receive more, indicating a pattern of generosity in these children. Myanmar-born children had lower levels than camp-born children on EF measures. Intervention-related change: Regarding age, older but not younger children were more likely to increase choices for equality over inequality on the Forced Choice sharing task following the intervention. Regarding birthplace and helping, camp-born children increased behaviors that helped their partner make origami shapes themselves ("how-to" helping), whereas Myanmar-born children increased behavior that took over folding for their partner ("do-for" helping). For sharing tasks, Myanmar-born but not camp-born children increased sharing in the DG and showed an increased pattern of generosity in Forced Choice sharing task. In the Imagine story task, children born in Myanmar were more likely than those born in camp to increase empathic responding (i.e., imagining how they would feel). Children born in Myanmar showed less improvement on EF measures than children born in the camp. Taken together, these findings provide evidence that in a context of extreme adversity, Rohingya children exhibited prosociality and benefitted from a multifaceted intervention. Our research adds credence to the view that human prosociality is a fundamental characteristic of humanity that not only survives but can be enhanced in even the most adverse of childhood environments. Our multifaceted intervention, which was implemented within a collaborative social context and targeted prosocial behaviors and related cognitive-affective processes, was designed to be easily implemented within existing psychosocial support programs in refugee contexts. As the numbers of children affected by violent conflict and forced migration rise alarmingly worldwide, there is a critical need to expand research partnerships that aim to improve developmental outcomes for these millions of children.

The power of routines: Impact of parent-grandparent coparenting relationship quality on post-lockdown child adjustment over the COVID-19 pandemic in China

Child routines and coparenting relationships are respectively recognized in past literature as valid predictors of child adjustment, representing structured daily living and source of support in children’s lives. Under the difficult times of the COVID-19 pandemic, established family processes were shaken by social and mental challenges, which lacked relevant literature regarding the working mechanism in the Chinese cultural context, where parent-grandparent coparenting families commonly reside. The current longitudinal study explores the role of child routines in the effect of mother-grandmother coparenting relationship quality on child adjustment over the period of the COVID-19 pandemic lockdown. The study collected data from 163 mother-grandmother coparenting families before, during, and after the pandemic lockdown in Beijing, China, in a one-year span. The results showed that the consistency of child routines during the pandemic mediated the effect of mothers’ perceived coparenting relationship quality before the pandemic on child social competence after the lockdown, but not on child behavioral and emotional problems. Grandmother’s perceived coparenting relationship quality before the pandemic negatively predicted behavioral and emotional problems after the lockdown, while no indirect effects were found. The current study reiterates the critical role of routine maintenance in the coparenting context on child social-emotional development, particularly when other parts of daily lives were disturbed. Also, separately examining mothers’ and grandmothers’ perceived coparenting relationship quality validates the idea that caregivers played different roles in the family, resulting in disparities in child development mechanisms.

Social-Emotional Profiles of Preschool Children: An Investigation of Demographic Disparities and Intersectionality.

This study aims to enhance our understanding of the diverse nature of social-emotional development and explore the demographic disparities and intersectionality of social determinants among children, with an emphasis on underserved populations of children in low-resource environments. Young children living in low-income families are exposed to a wide array of social and systemic risks that increase the propensity for poor learning and social-emotional development. Using data from the Head Start Family and Childhood Experiences Survey (FACES, this study focuses on the social-emotional development of a nationally representative sample of young children enrolled in the Head Start program (n = 1921, 50.18% male). Employing a person-centered approach, we assessed teacher-rated social-emotional competence, including approach to learning, social cooperation, aggression, hyperactivity, and anxiety/depression/withdrawal, to classify young children's social-emotional development. This study identified four distinct social-emotional profiles-Adaptive, Average, Moderate Risk, and High Risk-through latent profile analysis. Furthermore, multinomial regression analysis revealed demographic disparities within each social-emotional profile, and significant intersectionality was found between race/ethnicity, age, and disability status in the social-emotional profiles. This research provides valuable insights for better supporting each child's unique needs.

Maternal depression and children's social-emotional development in the CRECE cohort in Puerto Rico

Maternal depression and children's social-emotional development in the CRECE cohort in Puerto Rico

The Impact of Traditional Games on Social-Emotional Development: A Comprehensive Review of Existing Research

This comprehensive review examines how conventional games affect children's social-emotional development. Traditional games offer benefits that current games and educational tools may not match due to their cultural roots. According to the review, these games improve social skills, emotional regulation, cognition, cultural identity, and physical health. Traditional games help kids learn social skills, emotional management, strategic thinking, and problem-solving. These games also help kids feel connected to their cultures and respect diversity. Traditional games improve fitness and well-being through physical activity. Despite these benefits, long-term effects and comparative studies with modern games are lacking. The assessment suggests incorporating traditional games into education, encouraging community and family involvement, and funding more research on their advantages. Traditional games can help educators, policymakers, and parents enhance children's holistic development and well-being in varied cultural and educational contexts while preserving cultural legacy and embracing new advances.

Neonatal amygdala volumes, procedural pain and the association with social-emotional development in children born very preterm.

Very preterm birth (< 32 weeks' gestational age) is associated with later social and emotional impairments, which may result from enhanced vulnerability of the limbic system during this period of heightened vulnerability. Evidence suggests that early procedural pain may be a key moderator of early brain networks. In a prospective cohort study, neonates born very preterm (< 30 weeks' gestation) underwent MRI scanning at term-equivalent age (TEA) and clinical data were collected (mechanical ventilation, analgesics, sedatives). Procedural pain was operationalized as the number of skin breaking procedures. Amygdala volumes were automatically extracted. The Strengths and Difficulties questionnaire was used to assess social-emotional outcomes at 5 years of age (mean age 67.5 months). General linear models were employed to examine the association between neonatal amygdala volumes and social-emotional outcomes and the timing and amount of procedural pain exposure (early within the first weeks of life to TEA) as a moderator, adjusting for biological sex, gestational age, 5-year assessment age, days of mechanical ventilation and total cerebral volumes. A total of 42 preterm infants participated. Right amygdala volumes at TEA were associated with prosocial behaviour at age 5 (B = -0.010, p = 0.005). Procedural pain was found to moderate the relationship between right amygdala volumes in the neonatal period and conduct problems at 5 years, such that early skin breaking procedures experienced within the first few weeks of life strengthened the association between right amygdala volumes and conduct problems (B = 0.005, p = 0.047). Late skin breaking procedures, experienced near TEA, also strengthened the association between right amygdala volumes and conduct problems (B = 0.004, p = 0.048).

Hubungan Pola Asuh Orang Tua dengan Perkembangan Sosial Emosional Anak Pra Sekolah di PAUD Surya Ceria Aisyiyah Kabupaten Karanganyar

The preschool period is an important period in a child's development, because not all children can go through a period of optimal growth and development. World Health Organization (WHO) 2019, reported that 5-25% of preschool age children experience emotional development disorders with a child population of 23,979,000. Parental parenting patterns really help children achieve normal growth and development according to their age level. The aim of this research is to determine the relationship between parental parenting patterns and the social emotional development of preschool children at PAUD Surya Ceria Aisyiyah Karanganyar. This research method is correlational analytical with a cross sectional approach. The population of this study was 60 people with sampling using the total sampling technique. The results showed that the majority of mothers implemented democratic parenting as many as 48 (80.0%) and the majority of preschool children had very good social emotional development as many as 44 (73.3%). ) preschool children. The data was processed using the chis square test with a value of r value = 0.00 so it can be interpreted that there is a relationship between parenting patterns and the social emotional development of preschool children. Conclusion: Each parent has a different parenting style and each parenting pattern can shape the child's social emotional development differently.

Penerapan Metode Gerak dan Lagu Untuk Meningkatkan Sosial Emosional Anak Usia 5-6 Tahun di RA Al Fajar Denai

It is very important to implement discipline in early childhood, to train discipline in early childhood in terms of developing social emotions in children. As this research aims to determine the social-emotional development of children aged 5-6 years before the movement and singing methods were implemented at RA Al-Fajar Denai, how the movement and singing methods were implemented at RA al-Fajar Denai to improve the socio-emotive development of children aged 5 -6 years old, and whether movements and singing methods can improve the social emotional development of children aged 5-6 years at RAAl-Fadar Denai. Apart from observations and compilation of supporting materials, this study uses a classroom action research approach. Using a collaboration paradigm that emphasizes cooperation between researchers and teachers, this Classroom Action Study was carried out for two months, from February to March 2024, in Raudhatul Atfhal Al-Fajar Denai, Kec. At RA Al-Fajar Denai, researchers collaborated with group teachers to plan, implement, observe and think about activities during two work cycles. From the research results, which were produced using movement and song as methods, the findings are very relevant to children's social-emotional development. Specifically, the data we obtained showed that 6.7% of children who had previously not progressed and 13.3% of children who had developed as expected had not progressed, and that 20% and 80% of children had developed very well, respectively. achieved the desired category of 65%. We can conclude that the movement and song methods that have been used have a great influence on the social emotional development of children aged 5-6 years. .

Demonstration Learning Method Assisted by Hand Puppet Media Improves Children's Language and Social-Emotional Skills

During learning, children feel bored and shy when meeting new people, so they need to be adequately stimulated to support the child's social-emotional development. This research analyzes the demonstration learning method assisted by hand puppets on children's language and social-emotional abilities. This type of research is Quasi-Experimental Design (quasi-experiment). The research design used was a posttest-only control group design. In this study, the population was the total number of Kindergarten B children, totaling 185 children. The sample selection technique in this research was random sampling with a sample size of 65 children. The data collection method uses observation and questionnaire sheets. Inferential statistical analysis is an analysis used to test research hypotheses. The research results show that the Demonstration Learning Method Assisted by Hand Puppet Media can influence children's language and social-emotional abilities. The research results show differences in the language and social-emotional abilities of children who follow the demonstration learning method assisted by hand puppet media and those taught using the lecture method. It was concluded that the Demonstration Learning Method Assisted by Hand Puppet Media could improve Kindergarten B children's language and social-emotional skills.

THE INFLUENCE OF THE ROLE AND INVOLVEMENT OF PARENTS ON THE MENTAL HEALTH OF JUNIOR HIGH SCHOOL (SMP) CHILDREN

The large number of bullying cases that occur among junior high school (SMP) students in Indonesia can have a negative impact on the victim's mental health. One important factor that can support adolescent mental health is the role played by parents. The role and involvement of parents in the mental health of middle school children has a crucial influence on children's social emotional development. This research aims to understand more about the role, influence and importance of parenting patterns implemented by parents and their impact on the mental health of teenagers (junior high school students). The data collection technique in this research uses the library study method, namely by collecting data by collecting books and documents as well as other means of information from various sources related to this research problem. The results of the research show that there are two factors that support adolescent mental health, the first factor is the role and involvement of parents in the mental health of middle school children and the second factor is appropriate parenting patterns that can help growth and development and shape children's mental characteristics well, etc.

Article on Parental Phubbing and Its Effects

Parental phubbing refers to the act of parents using mobile phones in the presence of their children instead of engaging with them. It can lead to feelings of neglect, reduced emotional connection, and hindered social-emotional development in children. It is especially worrying as children may be the ones who stand to lose the most. Parents prioritize their digital devices over their children, which is a potential threat to children's healthy development. Parents use mobile phones instead of communicating with their children. When parents prioritize their mobile phones over their child, it may lead to a sense of neglect and diminished emotional connection. Parents also use their mobile devices in a way that is not appropriate for their child. Parents are also more likely to experience anxiety and depression in children and teens, and they are less likely to develop a positive self-concept.

Social-emotional problems in 3-to 5-year-old children: a cross-sectional study of highly educated migrants in a Chinese urban area.

Previous research has primarily examined the mental well-being of children from labor migrant families, yet there is a lack of understanding regarding the mental well-being of children from highly educated migrant backgrounds. This study investigated the social-emotional problems of 3-5-year-olds from highly educated migrant families residing in an urban area of China, as well as explored potential differences in demographic variables. A cross-sectional study was conducted in Qiantang District, Hangzhou, China, with 1,494 (53.3% boys) children selected via a convenient sampling method. The Ages & Stages Questionnaires: social-Emotional, Second Edition (ASQ:SE-2) was used to measure social-emotional problems. The results showed that 23.6% of the children were at risk for social-emotional problems. More boys (26.7%) than girls (20.1%) had scores above the cut-off. Additionally, more children in the low socioeconomic status (29.9%) had scores above the cut-off than those in the high socioeconomic status (18.9%). There were three common issues among all age groups: "being more active than others," "excessive attachment to parents," and "being overly friendly with strangers. The social-emotional development of children from highly educated migrant families is a significant aspect that deserves recognition, contributing valuable insights to the existing literature on this topic.

Narrative coherence and mentalizing complexity are associated in fictive storytelling and autobiographical memories in typically developing children and adolescents

Different lines of evidence indicate that the ability to communicate narratives coherently is related to children's social-emotional development. However, it is unknown whether narrative coherence is genre-specific or generalizes across autobiographical memories and fictive stories, and if autobiographical and fictive narratives show different or similar associations with mentalizing language, cognitive functions, social and daily functioning. Addressing these questions may provide important clues about the development of narrative communication skills in children and adolescents. We assessed 86 typically developing children and adolescents aged 7–14, examining narrative coherence and mentalizing complexity in six autobiographical memories and five fictional stories, alongside intellectual functioning and parent and teacher reports on social and adaptive functioning. Results showed that the measures on narrative coherence and mentalizing complexity, respectively, were associated across autobiographical memories and fictional stories. Moreover, narrative coherence and mentalizing complexity was related to each other on both fictive and autobiographical stories. Higher narrative coherence and mentalizing complexity on autobiographical memories were specifically related to better social-emotional reciprocity reported by teachers, who likely have more opportunities than parents to observe the child’s daily interaction with peers. Our findings suggest that narrative coherence and mentalizing language in school-aged children generalize across genres. Being able to communicate personal narratives coherently with use of mentalizing language appears to be important for the social-emotional interplay of children and adolescents.

The Influence of Parenting Style and Stimulation on Social-Emotional Development: Study of Stunting and Not Stunting Toddlers in Bogor Regency

Stunting is a chronic nutritional problem that can disrupt children's growth and development, one of which is social-emotional development. This research generally aims to analyze the influence of parenting style and social-emotional stimulation on children's social-emotional development. The research design uses explanatory survey methods. The research involved 41 stunting toddlers and 41 non-stunting toddlers aged 2-3 years and their mothers as main caregivers who were selected purposively and lived in Cibodas Village, Rumpin District, Bogor Regency, West Java on July 2023. Data were processed and analyzed using Microsoft Excel 2016 software and IBM Statistical Package for Social Science (SPSS) Statistics 26 software. The results show that stunting toddlers are more commonly found in boys, families with low-educated mothers and fathers, and low incomes. Even so, in this study no significant different test results were found. The results of the correlation test show that age of father and mother is significantly positively related to authoritative parenting style. It can be interpreted that as father and mother get older, the authoritative parenting style is possibly applied more frequently. The results of the regression test show that authoritative parenting styles and social-emotional stimulation have a significant positive effect on social-emotional development. The application of good authoritative parenting style and social-emotional stimulation will improve social-emotional development in both stunting and non-stunting children.

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&amp;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.