Early Social-emotional Development Research Articles

Analisis Perkembangan Sosial Emosional Anak Usia Dini pada Permainan Tradisional Congklak di Kelompok B TK Al Ikhlas 01 Sambong Batang

Early childhood education at the age of 0-6 years is known as the Golden Age period. This period that only lasts once in each individual's lifetime can have an influence on the next stage of growth and development. So it is necessary to provide appropriate stimulation, one of which is to stimulate social emotional development. Social emotional development can be improved by playing traditional congklak games. In this study, it aims to provide an overview of traditional games in early childhood and determine the increase in social emotional development in early childhood through playing traditional congklak games and knowing the factors that influence early childhood social-emotional development when doing traditional congklak games. The method in this study is included in the type of field research (field research) and in terms of the type of data collected is included in qualitative approach research. The study was conducted in a natural setting in group B of TK Al-Ikhlas 01 Sambong Batang. Data mining is carried out using three main methods, namely in-depth observation, , interviews and documentation. Early childhood social emotional development in group B of TK Al Ikhlas 01 Sambong Batang before going through the traditional game of congklak there were 7 children who were not yet developed (BB), 15 children began to develop (MB), 3 children developed as expected (BSH). However, after going through the traditional game of congklak began to be seen and improved, there were 6 children starting to develop (MB), there were 14 children developing as expected and 5 children developing very well (BSB). The effectiveness of learning using traditional congklak games in early childhood social-emotional development in group B of TK Al Ikhlas 01 Sambong Batang is very effective to use. When playing congklak, students hone patience, train confidence in making decisions, be responsible in carrying out tasks, train children to be more independent and not dependent on others and train self-management behavior in children. Factors that influence the social emotional development of early childhood in traditional congklak games are general factors that are divided into maturity factors which are classified as heredity factors and learning environment.

Intergenerational transmission of parent adverse childhood experiences to child outcomes: A systematic review and meta-analysis

ObjectiveThe current meta-analytic review provides a comprehensive synthesis of studies examining parent exposure to ACEs and the developmental and mental health outcomes of their children. Participants and settingEligible studies up to August 2021 were identified through comprehensive database searches in PsycINFO, MEDLINE, and Embase. Studies that were included examined the intergenerational effects of parent ACEs on child development (i.e., cognitive, language, motor, social difficulties, and early social-emotional development) or mental health (i.e., internalizing problems, externalizing problems) outcomes. MethodsData were extracted by two coders using a standardized extraction protocol. A multi-level meta-analytic approach was used to derive pooled effect sizes and test for moderators. ResultsA total of 52 studies were included in the meta-analysis. Parent ACEs were positively associated with child mental health problems (r=0.17, 95% CI [0.12, 0.21], p<.001), child externalizing difficulties (r=0.20, 95% CI [0.15, 0.26], p<.001), and child internalizing difficulties (r=0.17, 95% CI [0.11, 0.22], p<.001). There were no significant sociodemographic (i.e., child age, parent age, income level, child sex, or racial/ethnic minority status) or methodological (i.e., study type or quality) moderators of these associations. Preliminary evidence suggests that parent ACEs were not associated with offspring developmental outcomes, such as cognitive or language skills. ConclusionsResults suggest that parent ACEs are associated with some, but not all child outcomes. Additional research focused on the mechanisms of transmission are needed to inform policies and practices related to the intergenerational transmission of ACEs.

The Effect of Parenting Patterns and Digital Literacy on Social-Emotional Development in Early Children

Early childhood education is tasked with providing efforts to guide, stimulate, hone, and provide activities that will produce children with their abilities and skills. This study aims to reveal the effect of parenting and digital literacy on the social-emotional development of early childhood. The research methodology used is quantitative research with a survey approach. The population of this study was all group B students in Cluster 8 Pondok Cabe Ilir Village, totaling 285 students. The research sample is 205. The sampling technique uses random sampling. The research data were obtained from valid and reliable instruments. The results of the study 1) Parenting has a positive effect on the Social Emotional Development of Early Childhood; 2) Digital Literacy has a positive effect on Early Childhood Social Emotional Development; 3) Parenting and Digital Literacy simultaneously or simultaneously have a positive effect on Early Childhood Social Emotional Development; 4) The Variables of Early Childhood Social Emotional Development (Y) can be explained by Parenting Patterns (X1) and Digital Literacy (X2), so it can be concluded that the influence of Parenting Patterns and Digital Literacy together on Early Childhood Social Emotional Development by 60.4%.

The Unique Role of Father Involvement in Child Socioemotional Development

The role of fathers in the modern households has significantly changed, prompting scholarly interest in the uniqueness of paternal influences. The early childhood development literature is thereby no longer limited to focus solely on the effects of maternal behaviors. In particular, father involvement is regarded to have distinct mechanisms of influence on children's early social-emotional development that relatively independent of motherhood. However, there is not even a consistent definition of father involvement yet, and the current literature has received little attention within the pathways of how its influence on early childhood development. To bridge this gap, this paper aims to explore aspects of father involvement and the mechanisms of its impact on children's social-emotional behavior. Grounded on attachment theory and activation relationship theory, this paper presents that father involvement can build high-quality father-child attachments both through sensitive affection engagement and the challenges and activations that common in physical play, thus having a unique impact on children's social-emotional behavior that is different from that of their mothers. This paper can serve as an inspiration for future directions in father involvement research and has potential practical implications for policymakers and families with newborns. There remains ambiguities and gaps in the research on the parenting literature, such as there are very few studies have yet considered the dynamic and reciprocal nature of the father-child relationship, which need to be addressed by future research.

DAMPAK PENGGUNAAN GADGET TERHADAP PERKEMBANGAN SOSIAL EMOSIONAL ANAK USIA DINI

This study aims to determine the impact of gadgets on early childhood social emotional development. This research is a type of qualitative research with a case study approach, the location of the study was carried out in RA Baytussalam North Lombok, the subjects in this study were RA Baytussalam Dusun Dasan Tengak students totaling 16 students, 1 teacher, and 2 guardians of students. The results of the analysis show that the impact of gadget use on the social emotional development of children in RA Baytussalam consists of positive impacts and negative impacts. The positive use of gadgets is to increase imagination, train intelligence, and improve the ability to recognize letters and numbers. While the negative impacts of using gadgets are being a closed person, having trouble sleeping, children getting angry easily, and being exposed to radiation.

Pathways from marital relationships to children's social-emotional development in Korea: The role of parenting and social support

Using three waves of data from the Panel Study of Korean Children (family N = 1,723), this study investigated whether and how the longitudinal effects of marital relationships on children's social-emotional development are mediated through parenting and the moderating role of social support in the mediating processes. Results showed that fathers’ coparenting and warmth and mothers’ parenting stress mediated the effects of marital relationships on children's externalizing and internalizing problems. Notably, some of the mediating processes were moderated by social support from extended family, friends, and neighbors. Our findings highlight the importance of considering both the proximal and broader family environment (e.g., social support from people outside the family) in understanding children's early social-emotional development.

Latinx dual language learners in the U.S.: Examining family context during early social emotional development.

Latinx dual language learners (DLLs) make up a large, growing population in the United States, yet little is known about their early childhood experiences, particularly regarding parenting, socioeconomic risk, and social emotional development (SED). This prospective, longitudinal study examined whether parental intrusiveness, parental stress, and parental warmth function differently in Latinx DLL families as compared to White monolingual (ML) families while controlling for relevant sociodemographic factors. Data were drawn from the Early Head Start (EHS) family and child experiences study, where White ML (n = 143) and Latinx DLL (n = 247) children and families were assessed at ages 2 and 3. Results indicated a significant interaction between Latinx DLL status and parental intrusiveness on behavior problems. Simple slopes indicated that greater intrusiveness was related to increased behavior problems for White ML families but was not related in Latinx DLL families. There was no significant interaction, however, between parental stress and Latinx DLL status on children's SED. Further, parental warmth did not further moderate the relationship between parental intrusiveness and Latinx DLL status. Overall, there were both similarities and differences between Latinx DLLs and White MLs in both the prevalence of these characteristics and how they relate to child behavior. These results highlight the importance of considering contextual factors, such as ethnic culture and language status, when examining parenting in both clinical and research settings. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Neighborhood matters: Neighborhood violence, collective efficacy, and social emotional development in early childhood

Exposure to community violence has been associated with a range of negative behavioral outcomes among school-age children and adolescents; yet there is limited evidence in the preschool setting. In the current study we examined the association between objective and parent-perceived neighborhood safety, and perceived collective efficacy, on behavioral concerns of children aged 3–5 enrolled at an early childhood school in New Orleans, Louisiana, from 2014 to 19 (n = 165). Teachers collected data on outcome measures of child social emotional well-being in the classroom setting. A parent survey included data on residential address, how safe they felt in their neighborhood, and perceived collective efficacy. Addresses were geocoded and linked by Census tract number to data on violent crime rates (per 1,000 tract residents). Associations between neighborhood violent crime, perceived safety, perceived collective efficacy, and child social emotional development were assessed with generalized estimating equations. After mutually adjusting for perceived neighborhood safety and violent crime rate, children of parents with the lowest perceived neighborhood collective efficacy had similar findings: children of parents that perceive the neighborhood as unsafe had a lower attachment (β = −6.55, 95 % CI 1.44, 11.66) and protective score (β = −4.51, 95 % CI 0.89–8.13) and a 10-unit increase in violent crime was associated with a decrease in attachment score (β = −2.77, 95 % CI −4.22, −1.32). Overall, child attachment and protective scores were significantly associated with perceived unsafe neighborhoods and violent crime, and the relationship was moderated by perceived neighborhood efficacy. These findings suggest a negative impact of perceived neighborhood safety and protective impact of collective efficacy on early childhood social emotional development.

Paternal mind-mindedness and infant-toddler social-emotional problems

A growing body of evidence suggests that paternal behaviors are influential in child development. However, few studies have focused on paternal mind-mindedness, that is, the tendency of fathers to view their child as having mental agency, which is manifested as a propensity to name the child's mental states while they are interacting with the child. The purpose of this study was to better understand the role of paternal mind-mindedness in the development of social-emotional problems during infancy. 131 families (father-mother-child) were recruited from the community and assessed when children were 6, 12, and 18 months old. Paternal and maternal mind-mindedness was assessed through observation of father-child and mother-child dyads at 6 months. Children’s social-emotional problems were measured with a questionnaire completed by both parents at 12 and 18 months. Results indicate that maternal mind-mindedness at 6 months predicts fewer social-emotional problems at 12 months, while fathers' mind-mindedness at 6 months predicts fewer social-emotional problems at 18 months. This study highlights the unique contribution of paternal mind-mindedness to children’s early social-emotional development.

Parental perceived stress and its consequences on early social-emotional child development during COVID-19 pandemic

In 2020, the novel coronavirus SARS-CoV-2, and the resulting highly infectious disease COVID-19 led to restrictions based on the principal of social distancing to curb the spread of the virus among the population and to prevent an overload of health system capacities. These restrictions changed the daily lives of young children and parents dramatically. In a German questionnaire study, we aimed to investigate the impact of the COVID-19 pandemic on the magnitude of stress in parent-child systems and on social-emotional child development. Our sample consisted of 90 (39 male, 51 female) children ( M = 17.2 months, SD = 9.7 months) aged 7–12 months ( n = 38), 13–24 months ( n = 31) and 25–38 months ( n = 21). Parental stress was measured using the German version of the Parenting Stress Index, namely Eltern-Belastungs-Inventar. Additionally, social-emotional child development was measured using the Social-Emotional Questionnaire of the Bayley-III. Our findings show that parents experienced more stress during the COVID-19 pandemic in Germany compared to norms. Parental perceived stress was higher in parents of older children than younger ones. Interestingly, social-emotional child behavior scores significantly decreased with children’s increasing age. Moreover, higher parental stress was associated with lower values of social-emotional child behavior. Our findings provide important novel data on parental perceived stress and social-emotional child development during the COVID-19 pandemic. However, further research investigating the long-term consequences of the pandemic is needed.

Supplemental Material for Latinx Dual Language Learners in the U.S.: Examining Family Context During Early Social Emotional Development

Supplemental Material for Latinx Dual Language Learners in the U.S.: Examining Family Context During Early Social Emotional Development

Impact of parent-child separation on children\u2019s social-emotional development: a cross-sectional study of left-behind children in poor rural areas of China

BackgroundParent-child separation is a considerable adversity for left-behind children (LBC), but there is little evidence on the association between detailed characteristics of parent-child separation and social-emotional development among LBC. This study examined the characteristics of parent-child separation and its impacts on developmental delay among under-3 LBC in poor rural China.MethodsWe used data from 811 LBC surveyed in five poor counties in rural China in 2018. Detailed characteristics of their parental migration were recalled by their primary caregivers in face-to-face interviews. The children’s social-emotional development was measured by using the Ages and Stages Questionnaire: Social-Emotional. Logistic regression was employed to examine the association of detailed characteristics of parent-child separation with early social-emotional problems after adjusting for the children’s and primary caregivers’ sociodemographic characteristics.Results287 (35.4%) children were left behind by fathers and cared for by mothers (FM-MC), while 524 (64.6%) were left behind by both parents and cared for by grandparents (PM-GC). The rate of social-emotional problems among LBC was 36.8% (PM-GC vs FM-MC: 40.6% vs 29.5%; aOR 1.51, 95% CI: 1.06 to 2.16). For paternal migration, the medians of the child’s age at the first migration and average duration per migration were 3 months (IQR: 1 to 9 months) and 4.48 months (IQR: 2.38 to 7.54 months), respectively. For maternal migration, the corresponding values were 9 months (IQR: 6 to 13 months) and 4.65 months (IQR: 2.71 to 7.62 months), respectively. On average, LBC had been separated from fathers for 72% of their life due to paternal migration and from mothers for 52% of their life due to maternal migration. No significant association was found between the detailed characteristics of paternal migration and social-emotional development among LBC, while social-emotional problems among LBC were significantly associated with the proportion of cumulative duration of maternal migration in the child’s lifetime (aOR 2.83; 95% CI: 1.13 to 7.10).ConclusionsLBC under 3 years had a high risk of social-emotional problems in poor rural China. Cumulative exposure to maternal migration may be detrimental to LBC’s early social-emotional development. Programs are necessary to support these children as well as their families.

Parental migration, nurturing care, and early social-emotional development of children in rural China

Around one-third of children experience separation from parents and absence of parental care due to parental migration in rural China. Despite numerous studies on left-behind children, little is known about early social-emotional development of those who experience parental migration in the first three years. This study explored whether and why parental migration is associated with children's early social-emotional development. We used data of 2,247 children aged 3–35 months with various parental migration statuses who were enrolled in a cross-sectional survey conducted in six counties of northern and southern China in 2013. Social-emotional problems were assessed by the Ages & Stages Questionnaires: Social-Emotional. A structural equation model (SEM) was employed to explore the pathways linking parental migration to children's early social-emotional problems in which family economics, substitute caregivers’ education, depressive symptoms and nurturing care practices were measured as mediators. We found that the prevalence of social-emotional problems in children with non-migrant parents and with migrant fathers was 17.4% and 19.9% respectively, with no significant difference between them. The prevalence in children with both migrant parents was 27.2%, which was significantly higher than that in children cared for by mothers (adjusted OR 1.43 [95%CI 1.02, 1.99]). The SEM results show that substitute caregivers’ lower education and more depressive symptoms and the consequent more negative parenting practices than mothers accounted for the increased risk of social-emotional problems among children with both migrant parents compared to those with non-migrant mothers. These findings imply a need of a multi-dimensional intervention framework to support these children and their families.

Infant screen media usage and social-emotional functioning

There has been little research on whether and how screen media usage affects social-emotional (SE) function prior to two years of age, even though early SE development is understood to be nurtured through interpersonal experience, mainly withthe primary caregiver. This study sought to characterise infant screen media usage and understand how it may link with concurrent SE function by testing associated effects on reducing parent-infant interaction and of parent psychological factors. Questionnaire responses from 327 UK-based parents of infants aged 6–24 months showed diverse usage in the amount of time spent on screen media (‘screen time’) and amount of parental involvement (co-sharing and co-referencing). Infants with possible SE delay experienced more screen time than those at low risk. The study tested three mediation models and found support for the displacement and not distancing hypothesis based on this community sample. While screen time predicted both SE competence and SE problems, reduced parent-infant play partially mediated the effect on SE competence. Parent depressed mood was positively linked with infant SE problems, but there was little evidence that increased screen time mediated this effect. Also, parent reflective function and attitudes toward parent-infant play were unrelated to screen time. Though longitudinal study is warranted, the findings implicate screen media usage as potentially directly and indirectly relevant when addressing infant mental health.

How parental migration affects early social-emotional development of left-behind children in rural China: a structural equation modeling analysis.

This study assessed the early social-emotional development of left-behind children (LBC) in rural China and determined the mediating factors linking parental migration to LBC's developmental outcome. We used cross-sectional data of 845 LBC under 3years old from five counties in rural China in 2018. Social-emotional problems were assessed by the ages and stages questionnaires: social-emotional. Family structure, function, and child nurturing care practices were measured to explore their roles in potential pathways of parental migration affecting early social-emotional development. 36.4% of LBC were identified with social-emotional problems; the rate was higher among LBC with migrant parents than those with migrant fathers (39.9% vs. 30.5%, adjusted OR: 1.40 [95% CI 1.01, 1.93]). Results of structural equation modeling reveal that caregivers' low education and depressive symptoms, poor migrant-caregiver communication, family poverty, and no assistant caregiving weakened home parenting environment, and then contributed to LBC's social-emotional problems. LBC in early childhood may be at a high risk of social-emotional problems, which are primarily caused by the transition of family structure and function and consequently weakened home environment.

The association between social emotional development and symptom presentation in autism spectrum disorder.

Understanding differences in social-emotional behavior can help identify atypical development. This study examined the differences in social-emotional development in children at increased risk of an autism spectrum disorder (ASD) diagnosis (infant siblings of children diagnosed with the disorder). Parents completed the Brief Infant-Toddler Social-Emotional Assessment (BITSEA) to determine its ability to flag children with later-diagnosed ASD in a high-risk (HR) sibling population. Parents of HR (n = 311) and low-risk (LR; no family history of ASD; n = 127) children completed the BITSEA when their children were 18 months old and all children underwent a diagnostic assessment for ASD at age 3 years. All six subscales of the BITSEA (Problems, Competence, ASD Problems, ASD Competence, Total ASD Score, and Red Flags) distinguished between those in the HR group who were diagnosed with ASD (n = 84) compared to non-ASD-diagnosed children (both HR-N and LR). One subscale (BITSEA Competence) differentiated between the HR children not diagnosed with ASD and the LR group. The results suggest that tracking early social-emotional development may have implications for all HR children, as they are at increased risk of ASD but also other developmental or mental health conditions.

Associations Between Parent–Teacher Cocaring Relationships, Parent–Child Relationships, and Young Children’s Social Emotional Development

Understanding the correlates of young children’s social emotional development is important to optimally support children’s long-term success. This study examined the associations among dimensions of parent–teacher cocaring relationships, infants’ and toddlers’ social emotional adjustment, and parent–child closeness and conflict. Our sample consisted of 90 families utilizing full-time, center-based childcare for their 12–36 month old child, about a fourth of whom received subsidized childcare. Parents completed a set of questionnaires about themselves, their cocaring relationship with a particular classroom teacher, their relationship with their child, and the child’s social emotional functioning. After controlling for children’s age, parents’ race and education, and childcare subsidy receipt, HLM analyses revealed significant associations. After accounting for parent–child relationship quality, parents’ perceptions of cocaring endorsement were positively associated with child competence, and perceptions of cocaring undermining were positively associated with children’s dysregulation. In addition, reported cocaring endorsement demonstrated a marginal negative association with parent–child conflict. Parent–child conflict was significantly associated with all forms of children’s social emotional functioning, while parent–child closeness was only associated with child competence. Findings highlight the importance of adult-relationships in children’s early social emotional development, with an emphasis on the cocaring relationship as a bridge between home and child care contexts, and the utility of the cocaring framework as a guide for examination of and reflection on the processes underlying parent–teacher relationships.

Effects of bisphenol S, a major substitute of bisphenol A, on neurobehavioral responses and cerebral monocarboxylate transporters expression in mice

Bisphenol A has been restricted in a large variety of products. Bisphenol S (BPS) is its major substitute. Yet, the impacts of BPS on the central nervous system are unknown, especially in vulnerable populations like children. The aim of this study was to investigate the effects of BPS on behavioral performances and the expression of cerebral monocarboxylate transporters (MCTs). Male Swiss mice were exposed to BPS at 100 μg/kg in drinking water for 10 weeks. The protocol started after the lactation period, which is a sensitive period of early social-emotional development. Elevated T-maze and open field tests were used to measure respectively, anxiety-related and activity-related behaviors. Molecular expressions of MCTs isoforms (MCT1, MCT2, MCT4) were determined in the frontal cortex. Data showed that BPS does not affect mRNA expression of MCTs. However, BPS decreases the number of entries into the open arms and the time spent on them for BPS-treated mice. These data reveal an anxiogenic effect of BPS. For locomotor activity and exploratory behavior levels, differences did not reach a statistically significant level in the BPS-exposed group. The effect of BPS on behavioral performances unravels a putative risk for psychopathology development in early childhood and calls for more attention.

Like mother, like child? Maternal determinants of children's early social-emotional development.

Social-Emotional competencies evolve early in life. For example, early emotion regulation is learned primarily in the context of mother-child interaction, which may allow for maternal influences to shape children's social-emotional development. The aim of the current study was to longitudinally examine maternal determinants of children's early social-emotional development in a community-based sample of first-time mothers (N = 61, aged 22-39 years). Specifically, we used structural equation modeling to examine how maternal emotion regulation difficulties and subclinical depression directly and indirectly, through sensitivity and postnatal bonding, assessed at 6 to 8 months predicted child outcomes at 12 to 16 months. We found that mothers' sensitivity predicted fewer social-emotional and behavioral problems and that stronger bonding predicted fewer problems and more social-emotional competencies. Emotion regulation difficulties were significantly associated with depressive symptoms; yet, when accounting for shared variances, both factors differentially predicted less positive child outcomes such that more difficulties indirectly, through poorer bonding, predicted greater delay in competencies, and more symptoms indirectly, through less sensitivity, predicted more problems. Current findings underline the significance of maternal factors impacting the quality of mother-child interaction for children's positive development. Potential implications for early prevention programs to support children who are otherwise at risk for negative emotional outcomes due to mothers' emotional state postpartum are discussed.

Maternal reflective functioning, interpersonal violence-related posttraumatic stress disorder, and risk for psychopathology in early childhood

ABSTRACTThe aim of this study was to examine associations between maternal mentalization, interactive behavior, and child symptoms in families in which mothers suffer from interpersonal violence-related posttraumatic stress disorder (IPV-PTSD). Fifty-six mothers and children (aged 12–42 months) including mothers with a diagnosis of IPV-PTSD were studied. Mentalization was measured by the Parental Reflective Functioning (PRF) Scale. Interactive behavior during free-play was measured via the CARE-Index. Child symptoms were measured by the Infant-Toddler Social and Emotional Assessment (ITSEA). Data analyses included non-parametric correlations and multiple linear regression. Results showed that lower IPV-PTSD and higher Maternal Reflective Functioning (MRF) were related to greater maternal sensitivity. Lower MRF and greater controlling behavior were related to child dysregulation. MRF was found to be lower in the subgroup of IPV-PTSD when the child’s father was the perpetrator of IPV. Both MRF and interactive behavior are thus likely to be important targets for intervention during sensitive periods of early social–emotional development.