Development Of Social-emotional Skills Research Articles

The Move2Smile Online Hub for Parents to Support Aspects of Preschoolers’ Physical Literacy at Home: A Feasibility Study

This study aimed to develop and evaluate the acceptability and feasibility of a web-based platform for parents to support preschoolers’ development of physical literacy. Specifically, this intervention focused on children’s motor and social-emotional skill development. Twenty parents (Mage = 35.7, SD = 4.2) of preschool-aged children (Mage = 4.1, SD = 0.6) were assigned three intervention modules and completed weekly usage and feedback questionnaires (1 = strongly disagree, 5 = strongly agree). Parents (n = 15) also completed a follow-up interview. Parents indicated the modules were useable (4.5/5), useful (4.5/5), feasible (4.4/5), enjoyable (4.5/5), and acceptable (4.5/5). Five themes underlying parental engagement were generated: (a) activity organization and planning, (b) (de)motivators, (c) parent knowledge and skills, (d) experience with the platform, and (e) application to everyday routines. The online modules under investigation were deemed both acceptable and feasible by parents. However, factors such as time and knowledge may impact parental engagement at home. Future research is needed to better understand the antecedents to parent physical literacy support behaviors in the early years.

Social Inclusion for a Child with Autism Spectrum Disorder: A Qualitative Case Study

ABSTRACT Social participation is a vital aspect of childhood, especially for the development of social-emotional skills. Many childhood social interactions take place at play areas and other recreational or leisure facilities, such as aquariums, zoos, amusement parks, etc. Children with disabilities, especially children with autism spectrum disorder (ASD) and other social disorders, often face social exclusion at such locations due to physical and societal barriers. Although much research has been conducted and regulations are in place that address most physical considerations at play areas, guidelines that facilitate social inclusion for children with ASD and other social disorders are currently lacking. We conducted a case study to investigate the social-emotional experience of a child with ASD based on our observations and the perceptions of his caregiver. The findings suggest that play area design can both facilitate and create barriers to social inclusion. We employed the results and our observations to postulate usable guidelines for the stakeholders and designers of play areas and to suggest practical applications for occupational therapists and avenues for future research.

Associations between physical activity and development in preschool-aged children born

ObjectiveTo investigate the effect of physical activity (PA) on development (motor, cognitive, social-emotional) in children 4–5 years old born <30 weeks’ gestation, and to describe subgroups of children at risk...

Amplifying Elder voices: perspectives on a culturally tailored curriculum to respond to American Indian youth development needs in out-of-school time

ABSTRACT This study examined a culturally tailored life skills curriculum for addressing tribal youth needs within a positive youth development programme context. In partnership with a Midwest United States tribe and a community-based out-of-school time (OST) organization, the research team interviewed tribal Elders to understand the potential fit of the curriculum and assess how well the curriculum might align with and support youths’ needs. Tribal Elder perspectives highlighted the role of poverty in exacerbating youth risks and identified the limited educational and enrichment opportunities available to tribal youth. Curriculum strengths identified by the tribal Elders included a focus on encouraging self-esteem, identifying emotions and stress, and skill-building opportunities. Curriculum gaps included the need for a greater emphasis on life planning and social-emotional skill development activities and suicide prevention exercises. Founded on a multi-year trust-based relationship with tribal Elders, this study illuminated the needs and strengths of American Indian youth and necessary resources in supporting youth development.

Структура целей в классе как фактор социально-эмоционального развития младших школьников

&lt;p style="text-align: justify;"&gt;The article examines contemporary conceptual frameworks of social-emotional skills in relation to the psychological development of primary school students in ontogenesis. Based on the theoretical analysis, propositions are formulated regarding the shape of educational practices aimed to foster social-emotional skills. In particular, the relationship between the characteristics of the classroom as a social system and the development of social-emotional skills in primary school students is argued. The article describes the reciprocal relationships between the social-emotional skills of primary school students and their psychological well-being. The article demonstrates how a focus on the development of social-emotional skills can have a positive impact on students&amp;rsquo; psychological well-being as well. The article is grounded in Achievement Goal Theory and Social Interdependency Theory. It is posited that the classroom can be operationalized as a structure of interconnected elements shaped by teaching practices on the one hand and is a matter of perception of students on the other. The article proposes that the development of primary school students&amp;rsquo; social-emotional skills might be related to the teaching practices that endorse a mastery goal structure. Suggestions for further research on the relationship between teaching practices and the development of social-emotional skills in primary school students are formulated.&lt;/p&gt;

Well-Being Curriculum for Fourth Grade Students

The well-being of students and the development of social-emotional skills in students are the focus of modern education. The relationship between social-emotional development and academic achievement has been scientifically proven in numerous studies. The number of purposefully developed programs to integrate social-emotional learning as an element of a comprehensive approach to education is increasing. The article outlines the paradigm of well-being in the light of the concept of Positive Psychology; presents the main highlights of a program for teaching well-being at school, structured within 10 hours, applicable in all educational stages of secondary education. The exposition specifies the elements that make up well-being; presents exercises and interventions contributing to enhancing personal and general well-being; supplements with results and conclusions from a study of the social and emotional health of fourth-grade students.

Әлеуметтік қызметкердің кәсіби құндылықтары

The study of professional values of a social worker is currently one of the topical problems. In the article qualitative analysis of foreign literature of XX-XXI centuries is carried out for comparative analysis of features of professional values of a social worker and its differences from personal values, nature of professional values, responsibility and accountability, value orientations of a social worker. The development of social-emotional skills of social workers, assimilation and strengthening of necessary ethical, aesthetic and emotional values are among the most important activities in this field. This study revealed the following: special importance is given to the formation of desired behavioral, personal, and professional values in accordance with professional standards of social work experience; to date, scientific works in the field of studying and understanding the emotional component and values of a social worker are insufficient; studies of social workers' values are divided into two categories: studies related to the values of social workers and social workers' socialization with the profession of social work. The purpose of this paper is to study the scientific literature to determine the roles and values adopted by social work professionals. The object of the study is a set of professional values of a social worker.

Barriers and facilitators: The contrasting roles of media and technology in social–emotional learning

Media and technology have come to play a ubiquitous role in children’s lives. In response, researchers continue to explore the impact of media and technology on children’s overall health and development. Since the COVID-19 pandemic, our paradigms have increasingly shifted from asking whether technology is influencing children’s experiences to how technology is influencing child development. Accordingly, numerous studies using varied theoretical frameworks document how context, content, and amount of media and technology use influence children’s social–emotional skill development. This perspectives paper collates and synthesizes theoretical frameworks and empirical evidence relevant to children ages 0-12 years to address the question, “What are the ways, positive and negative, that media and technology use impact children’s social and emotional learning (SEL)?” Our findings point toward opportunities to mitigate barriers and leverage facilitators to support children’s social–emotional learning and development as we progress into a technology-driven future.

Social-emotional Skills Development, the Design of a Project in a Danish School

This study is inspired by the theoretical framework of socio-emotional education. This is concerned with the process through which children and adults acquire and apply the knowledge, attitudes, and skills to understand, manage emotions, establish, and maintain positive relationships. This study deals with a practical educational experience developed in a school in the city of Copenhagen, Denmark. The participants were teachers and children, aged 9/10 years old, from a school located in the district of Nørrebro, selected based on the necessity to develop social and emotional skills such as self-awareness and self-management. The approach of the research is qualitative, through the development of a participant observation process and an immersion in the field where the researcher has an active role and participants are conscious to be observed. The investigation shows a plan of activities to practice emotional skills and a chronogram to understand the implementation of the project. This is supplemented by an analysis of human and material resources. The present study responds to the need to spread the implementation of a socio-emotional education project in the northern European context. It marks a significant step for the diffusion of socio-emotional education in an inclusive system careful to the mental health of everyone involved.

Literature Review Implementasi Bermain Peran Untuk Perkembangan Kemampuan Sosial Emosional Anak

Role-playing for early childhood is fun for students, so role-playing children need to pay attention to the interests and motivations of students. This study aims to analyze the implementation of role playing and describe the impact of emotional social development, this research was conducted using a literature review by collecting reference materials from various articles and journals based on the research objectives. The results of the literature review research related to the implementation of role playing while still requiring a foothold during role playing and paying attention to supporting factors by using the right media, educator creativity, teaching techniques and things that need to be anticipated by students' egocentrism and, undisciplined children and shy students. The impact of role playing obtained is courage, self-confidence, independence and communication as well as social interaction, and role playing has a significant influence on aspects of the development of social emotional skills of early childhood in kindergarten.

Developmentally Appropriate Prevention of Behavioral and Emotional Problems, Social-Emotional Learning, and Developmentally Appropriate Practice for Early Childhood Education and Care: The Papilio-3to6 Program

The development of social-emotional skills is crucial in early childhood. Behavior problems in early childhood are risk factors for difficulties throughout childhood and adolescence and beyond. Considering the importance of developing social and emotional skills during early childhood, this study introduced the Papilio-3to6 program into everyday early childhood education and care (ECEC) in Germany. The program combines measures of developmentally appropriate practice and measures of social-emotional learning with strategies of developmentally appropriate prevention of behavioral and emotional problems. The underlying theory, the components of the program, evaluation results, dissemination, and implementation into ECEC center in Germany are described. A total of 627 children (MAGE = 56.77 months at pretest; 49% girls) from 50 ECEC center groups participated in an effectiveness, randomized controlled trial. At the pre- and posttest, teachers completed questionnaires related to children’s behaviors. Teachers completed questionnaires measuring their levels of job satisfaction, self-efficacy (control variables) and program implementation. A multivariate-multi-level-analysis revealed that children in the intervention groups, compared to the control groups, showed a significant decrease in their hyperactivity/inattention symptoms, as well as emotional, peer relationship problems, and conduct problems. The results also showed a significant increase in children’s prosocial behavior. Teachers’ job satisfaction and self-efficacy had no influence on the effectiveness of the program. Results supported treatment fidelity and usability.

Yoga and Mindfulness for Social-Emotional Development and Resilience in 3-5 Year-Old Children: Non-Randomized, Controlled Intervention.

Early childhood is the key life course period for development of social-emotional skills, providing the foundation for school readiness and resilience in later life. Age-appropriate yoga and mindfulness programs may contribute to the development of critical skills in children. Young children from minoritized communities that face structural racism and health disparities may benefit from programs that support social-emotional development and contribute to future academic success. Systematic reviews of yoga interventions for young children have indicated the potential for effectiveness in supporting social-emotional development, executive function, and physical activity. However, studies of yoga and mindfulness with non-White children are sparse and, overall, the evidence base to date for such programs remains limited by non-controlled studies and the variable quality of studies evaluating programs in early childhood settings. The analysis of data from a non-randomized, controlled intervention aimed to assess the effect of exposure to a yoga and mindfulness program for early childhood development of social-emotional skills in a majority Black/African American urban preschool setting in southeastern US. Children in the intervention received group yoga and mindfulness led by a certified children's yoga teacher who also had training and experience as a school teacher. Intervention participants engaged in activities for 20 minutes once per week for 32 weeks, while the control group had no yoga. The final sample included 579 in the historical control group and 122 in the intervention group. Results indicated that children who participated in the yoga and mindfulness program had higher total protective factor (TPF) subscores on the Devereux Early Childhood Assessment over time than children who did not receive yoga and mindfulness programming, and that the difference was statistically significant (P<0.05). Participation in the intervention group significantly predicted increases in initiative score, self-control score, and TPF score, as well as a decrease in the behavioral concerns. School based yoga and mindfulness programming can support social-emotional skills and resilience in young children. Additional studies with larger sample sizes and randomization are needed on use of yoga and mindfulness in young children for social-emotional development, particularly for Black/African American children and others from minoritized communities.

Engagement in a brief preventive parenting intervention during the transition to kindergarten: Effects of parent stress and child behavior concerns

Although school-based preventive parenting interventions have been found to promote children's social-emotional skill development and behavioral functioning, it is important to understand potential barriers to engagement in such programs to ensure that intervention access is equitable and likely to reach those who could most benefit. In the present study, we tested independent and interactive associations between parents' concerns about their child's hyperactivity behavior and their perceived stress in relation to their participation in a preventive parenting intervention, the Family Check-Up (FCU), delivered when children were in kindergarten. Participants were parents of 164 children who were randomized to the intervention group of a randomized controlled trial that took place at five elementary schools. Results indicated that parents who reported higher levels of hyperactivity in their children and high levels of perceived stress were less likely to initially engage in the FCU, but if they did engage, they were more likely to participate more intensively as measured by total treatment time. Parents' motivation to change mediated the association between high parent stress and child hyperactivity in relation to total treatment time. This study has important implications for the use of motivational interviewing strategies to engage parents in school-based, family-centered interventions.

Social and Emotional Variables as Predictors of Students’ Perceived Cognitive Competence and Academic Performance

Research extensively highlights the importance of social-emotional skills in learning and development. In this study, we evaluated whether social and emotional variables directly impact students’ perceived cognitive competence and academic performance through a structural equation model. Survey responses ( N = 29,384) were collected from 114 K-12 schools in a large school district in Alberta. Results showed that cognitive competence was directly predicted by social cognition and social competence but indirectly by emotional competence through the mediating effect of social competence. Academic performance was also directly predicted by social cognition. Cognitive competence was positively associated with academic emotions, while academic performance was negatively associated with them. Overall, our findings suggest that learning is a highly social process, and investing in the development of social-emotional skills must be a priority, with a primary focus on creating positive and supportive learning environments. Future research may adjust this model and target more specific social-emotional variables.

Creating Compassion: Creatively-Focused Explicit Behavioral Instruction for Empathy Development

Creating Compassion is an empathy-focused creative arts curriculum designed to provide short-term, low-cost, high-quality social–emotional learning (SEL) to communities and settings with limited resources. The present study sought to determine whether Creating Compassion was effective for increasing displays of prosocial behaviors and broad SEL skills for early elementary school students (n = 9) through a multiple baseline single-case design, as empathy has previously been posited as a core factor in global social–emotional skill development. Results from this study confirmed the hypothesis that Creating Compassion would increase observed prosocial behaviors with moderate effectiveness for children in first, second, and third grades, including those with identified social–emotional skill deficits. Participant scores on a pre/post assessment of global SEL competence also increased after intervention. Ultimately, findings from this study suggest the Creating Compassion intervention might be used by school psychologists and other group interventionists to expose their school communities to arts programming and engage them in a fun and creative approach to accessible early SEL intervention. Impact Statement This paper presents results from a combined arts and empathy training intervention, Creating Compassion. As an empathy-focused intervention, implementation of Creating Compassion led to increases in displays of prosocial behavior with moderate effectiveness. Increases in participants’ levels of overall SEL skill competence were also observed. Results from this study support the provision of a high-quality, low-cost, arts-based SEL program to benefit Low-Income and Economically Marginalized (LIEM) communities within educational settings.

Can the Academic and Experiential Study of Flourishing Improve Flourishing in College Students? A Multi-University Study.

Significant concerns have been raised about the "mental health crisis" on college campuses, with attention turning to what colleges can do beyond counseling services to address students' mental health and well-being. We examined whether primarily first-year (89.1%) undergraduate students (n=651) who enrolled in the Art and Science of Human Flourishing (ASHF), a novel academic and experiential for-credit elective course on human flourishing, would demonstrate improved mental health and strengthen skills, perspectives, and behaviors associated with flourishing relative to students who did not enroll in this course. In a two-wave, multi-site, propensity-score matched controlled trial (ASHF n=217, Control n=434; N=651), we used hierarchal linear models and false discovery rate corrected doubly robust estimates to evaluate the impact of the ASHF on attention and social-emotional skill development, flourishing perspectives, mental health, health, and risk behavior outcomes. ASHF participants reported significantly improved mental health (i.e., reduced depression) and flourishing, improvements on multiple attention and social-emotional skills (e.g., attention function, self-compassion), and increases in prosocial attitudes (empathic concern, shared humanity; Cohen's ds= 0.18-0.46) compared to controls. There was no evidence for ASHF course impacts on health or risk behaviors, raising the possibility that these outcomes take more time to change. This research provides initial evidence that the ASHF course may be a promising curricular approach to reduce and potentially prevent poor mental health while promoting flourishing in college students. Continued research is needed to confirm these conclusions.

Teacher–Child Interaction Quality Fosters Working Memory and Social-Emotional Behavior in Two- and-Three-Year-Old Children

AbstractHow does teacher–child interaction quality in early child care and education settings influence the development of social-emotional skills in children at around two to three years of age? We measured the quality of interactions on the side of the child care teachers (N = 9, CLASS Toddler) and assessed self-regulatory skills through an individual assessment (i.e. working memory by the “Hidden Toys Task”, selective attention with the NEPSY, inhibitory control by using the “Toy Wrap Task”), testing children between 22 and 45 months old (M = 33 months, SD = 6 months;N = 64; 44% girls) who attended a child care center. Additionally, children’s social and self-regulatory skills were assessed by their teachers by using the MASCS and CBRS rating scales. We found evidence that for even children this young, the quality of interactions in child care settings is positively related to working memory, and less disruptive behavior. Conversely, we found no evidence that interaction quality influenced other aspects of social-emotional development, such as selective attention, inhibitory control, self-regulatory skills, prosocial behavior and impulsiveness. Results emphasize the importance of positive interaction in child care settings for children at about the age of three. Possible reasons for null findings are discussed.

The Effect of Social-Emotional Learning Program on Social-Emotional Skills, Academic Achievement and Classroom Climate

This research aimed to examine the effects of “You Can Do It! Education” and “Emotional and Social Development” which are social-emotional learning programs, on fourth-grade students’ development of social-emotional skills, academic achievement, and perceptions of the classroom climate in Turkey. A mixed methods research design was used to investigate the effectiveness of the programs. Fourth-grade students were randomly assigned to the groups. Two classes in YCDI! Education and ESDP are taught each week. Thus, each program was applied for 8 weeks in the experimental groups. Besides, elementary teachers conducted their regular Turkish lessons for the control and experimental groups. Reflective diaries were kept and observations were made by the researcher during the experiment to explain the findings in detail. The results indicate that You Can Do It! Education program had a positive effect on students’ social-emotional skills, academic achievement, and classroom climate perceptions in contrast to the Emotional and Social Development Program. Findings will contribute to the development of elementary students' social-emotional learning in national and international contexts.

Hubungan Pendisiplinan Orang Tua dan Masalah Sosial Emosional Anak Usia Sekolah

Parents have an important role in the children’s social emotional skill development, one of the ways through discipline. Parents do discipline by responding, correcting children’s behavior, which is considered behavior that does not follow expectations. There are 2 types of discipline, punitive and non-punitive, each of which has a different impact on children’s development. This study aims to determine the relationship between the type of discipline applied by parents to children with problems with social-emotional abilities in school-age children. The researcher used the Dimensions of Discipline Inventory (DDI) and Strength and Difficulties Questionnaire (SDQ). Subjects in this study were 92 parents who have school-age children aged 6-11 years in Bandung. The correlation test results showed that the type of non-punitive discipline with SDQ had no relationship (rs=0,027, p=0,799). Meanwhile, there was a sufficiently positive relationship between the type of punitive discipline and SDQ, it was statistically significant (rs=0,305, p=0,003). These results indicate that there is a relatively positive correlation between the type of punitive discipline and the emergence of children's social-emotional problems. This shows that its important for parents to pay attention to the type of discipline that is applied to their children to prevent social-emotional problems from arising.&#x0D;

Implications for Mental Health Promotion and Prevention Interventions: Findings From Adolescent Focus Group Discussions in Belize, Kazakhstan, and South Africa

PurposeThis study aimed to understand 10- to 19-year-old adolescents' conceptions of mental health and well-being, and suggestions for appropriate interventions, in three low- and middle-income countries to inform the design of adolescent-responsive preventive and promotive mental health programming. MethodsNinety-one adolescents participated in focus group discussions in Belize, Kazakhstan, and South Africa. The discussions were recorded, transcribed, translated, and analyzed using thematic analysis. ResultsAdolescents were active contributors to the discussions and provided important information and solutions for improving adolescents' mental health from interpersonal skills training to interventions in schools and communities. Adolescents identified a need for social emotional skills development, particularly regarding interpersonal relationships and navigating peer pressure and bullying. Furthermore, the discussions highlighted the need for programming to be tailored to the local context regarding language, contextual challenges faced by adolescents, and choice of program facilitators. Adolescents valued supportive interactions with adults in their lives and recommended that programs should include teacher/parent training on interacting with adolescents. ConclusionsThese findings highlight that adolescents are valuable partners in developing adolescent health interventions and show that social emotional skills are key components in such interventions. These programs should be culturally and locally appropriate and include components for teachers and parents.