Emotional Development In Early Childhood Research Articles

The Relationship between Breastfeeding and Parenting Patterns with Early Childhood Emotional Development

<p>Children’s mental-emotional development involves the interaction between physiological maturation and the psychological mechanisms that process and control emotions. This study aims to determine the relationship between exclusive breastfeeding and parenting patterns with the mental and emotional development of early childhood in the Guntung Manggis Health Center working area in 2021. This analytical observational study utilized a cross-sectional design. The sample comprised 92 children aged 3 to 6 years, selected through simple random sampling. Data were analyzed using Spearman Rank correlation. The analysis revealed a significant relationship between exclusive breastfeeding, mental-emotional development (<em>ρ</em> = 0.0), parenting patterns, and mental-emotional development (<em>ρ</em> = 0.00). Specifically, exclusive breastfeeding was associated with improved mental-emotional development in 65% of the sample, and positive parenting patterns were linked to enhanced development in 72% of the cases. The findings suggest that exclusive breastfeeding and positive parenting patterns support optimal mental and emotional development in early childhood. It is recommended that mothers provide exclusive breastfeeding and adopt positive parenting strategies to foster better developmental outcomes for their children.</p>

Mother-infant interaction characteristics associate with infant falling reactivity and child peer problems at pre-school age.

This longitudinal study investigated the associations between mother-infant interaction characteristics at 9 months of age, maternal mental health, infant temperament in the first year postpartum, and child behaviour at 3 years of age. The infants (N = 54, 22 females) mainly had White British ethnic backgrounds (85.7%). Results showed that i) mother-infant dyadic affective mutuality positively correlated with infant falling reactivity, suggesting that better infant regulatory skills are associated with the dyad's ability to share and understand each other's emotions; and ii) maternal respect for infant autonomy predicted fewer child peer problems at 3 years of age, suggesting that maternal respect for the validity of the infant's individuality promotes better social and emotional development in early childhood.

Paternal involvement: The central role of fathers in managing children’s emotions

Emotional development in early childhood plays a vital role in forming the basis of psychological well-being. Father involvement is one of the main factors in the family to manage children emotions. This study aims to determine the central role of fathers in managing early childhood emotions. The research method used in the study was a qualitative case study design. The research subjects involved four fathers who have early childhood. Data was collected through interviews and observation. The results show that the father's involvement is not only limited to the physical aspect but also has a solid contribution to the emotional aspect of the child. It can be concluded that emotional management in early childhood requires holistic attention from fathers. The four fathers had different views and strategies. Some values often emerged as the main focus, including open communication, empathy, combining skills with emotional gentleness, and providing emotional support. The implications can serve as a foundation for fathers' parenting in early childhood and can be enriched to include understanding and emphasizing fathers' involvement in early childhood emotional development. It can guide ECE educators to integrate fathers in learning activities, opening insights on strategies for managing early childhood emotions and the values fathers apply in managing children's emotions.

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.

The Relationship between Parenting Style and Social-Emotional Development of Early Childhood at RA Al-Maunah Gebang Anom Semarang

The main problem of early childhood learning is social-emotional development. This learning becomes the basis for other intelligence. The purpose of this study was to determine the relationship between parenting parents with emotional social development in early childhood. The researcher's approach is quantitative using a cross sectional approach, which is observation in one time. Data collection uses parenting questionnaire and KMME. The data obtained can be important for normality and reliability testing. Normality test is done to find out whether the data used in the study has a normal distribution and the results of the reliability test for all research variables have a Cronbach alpha value of> 0.60 so that it can be said that the instruments in this study are reliable and feasible to use. The results of this study indicate the relationship of parenting parents with social emotional development in early childhood, the chi square results show that the value of the Chi-Square Test symptom is P = 0.015

The Effect of Mother’s Parenting stress on Socio-Emotional Development in Early Childhood

Parenting is one of the most important factors in the formation of social emotional development in early childhood. Often the parenting role is borne by the mother and this makes the mother vulnerable to parenting stress. Surabaya is a city with a high density, reaching 8612 people/square kilometer. Based on this, this study aims to determine the effect of parenting stress on mothers in social emotional early childhood in Surabaya City Kindergarten. In this study, the type of research used was ex-post facto, with a purposive sampling technique with a total of 100 respondents, mothers and children aged 5-6 years in Kindergarten in Surabaya City. The analytical method used in this study is a simple linear regression test. Based on the results of the hypothesis testing carried out, it was found that the results of a significance level of 0.000, which is 0.000 <0.05, which means that parenting stress on the mother and social-emotional development meets the criteria for the regression equation. The magnitude of the effect of parenting stress on this mother was tested for the coefficient of determination or R square which had a result of 0.296. This means that the parenting stress variable has an influence of 29.6% on the social-emotional development variable, while 70.4% is influenced by other factors. This means that parenting stress that occurs in mothers can affect how the social-emotional development of children in the future, therefore it is important to manage parenting stress and the school can provide support facilities for mothers and children in the social-emotional development of children and mothers.

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.

Alat Permainan Edukatif (APE) untuk Meningkatkan Perkembangan Sosial Emosional Anak Usia Dini

The purpose of this study is to identify and describe educational game tools that can improve the social emotional development of early childhood. This study uses the library research method, which is to collect various kinds of information and data with the help of existing materials in the library such as books, journals/articles, and other sources, as well as relevant previous research results, to obtain answers and theoretical foundations on the issues raised. will be researched. Analysis of the data using content analysis. Based on the research that has been done, it can be seen that from several types of Educational Game Tools (APE) that can be used, such as Lego, puzzles, blocks and finger puppets or hand puppets can improve social emotional development in early childhood.

A theoretical approach to early childhood education and its relation to the emotional development in early childhood

This research is the result of a doctoral thesis in Education Sciences, to conduct a documentary review on child and emotional development, based on the selection of scientific documents at an international and national level (Colombia) that address this topic. The methodology is qualitative documentary analysis, using a comparative matrix that contains information from the processing and searches for standards, studies, and research into 2016 or 2021 in academic and indexed databases (Scopus, Dialnet, Google Academic, and Scielo). The findings show a central category “Early childhood education and its relationship with emotional development”, supported by two subcategories “the family as an influence on child development” and “emotional development”, which emerge from the analysis of 52 academic documents.

The Importance of Early Childhood Education in Building Social and Emotional Intelligence in Children

This research is motivated by the presence of many people who have a high level of intelligence, but are less able to realize success in their lives, this is caused by social and emotional intelligence factors, not a few people who are less able to control impulses , are less able to manage stress with good, also less able to communicate well and less able to recognize and solve problems, and less able to adapt and so on. Seeing this, it is necessary to conduct a study of this incident by taking samples from various examples in the community who are currently or have undergone the process of educating their children. Researchers conducted surveys and asked questions with people around and got various kinds of responses that were quite diverse. To achieve this goal, this research uses qualitative-descriptive research methods with literature study techniques. The results of this study obtained data and facts that early childhood education () is very important in providing a stimulus in growing hidden potentials in children, namely the dimensions of child development, and one of them is social emotional development in early childhood.

ANALISIS METODE BERNYANYI TERHADAP PERKEMBANGAN EMOSIONAL PADA ANAK USIA DINI

This study aims to examine the singing method on emotional development in early childhood. The method used in this research is literature study, by examining the reading sources. The technique of collecting data is in the form of study and review of several data sources for several relevant reading references, such as scientific journals, articles, bulletin and previous research and relevant reference books. Furthermore, data analysis is carried out by connecting the problem with the relevant theory. The results of the research findings can prove that the singing method can improve the development of emotional intelligence in children in terms of controlling feelings of anger, controlling feelings of fear, controlling feelings of pleasure and feelings of sadness with excellent and optimal results. This shows that the singing method in the development of the emotional aspects of children has a huge influence on the future. By paying attention to the steps of the correct singing method. Formulate the main content of the material being taught. Describe correctly any information or concepts and material facts that must be mastered. Determine the tone of the song that is often used in the child's environment. Formulate factual information on material concepts that will be mastered by children in the form of song lyrics, then adjust to the tone of the song to be selected. The teacher must first practice the song to be sung. Demonstrate together with children repeatedly. Followed by gestures that match the rhythm and lyrics of the song. Provide questions and answers about the message conveyed in the song. It can be concluded that using the singing method in a learning activity is an activity that is very popular with children and can develop all aspects of development including emotional aspects

Identifying preschool children’s social emotional and mental health difficulties: validation of the Early Years Boxall Profile (EYBP)

ABSTRACT Social and emotional development in early childhood has been shown to predict long-term outcomes, including school readiness and academic achievement. Early years practitioners need robust assessment tools to adequately identify early signs of social, emotional, behavioural and mental health (SEMH) difficulties. The current study aimed to develop and validate the Early Years Boxall Profile (EYBP). A total of 510 children were assessed by preschool practitioners using the EYBP and the Strengths and Difficulties Questionnaire. We found that the EYBP showed limited accuracy in screening children with SEMH difficulties. However, the EYBP had good internal consistency and excellent convergent and concurrent validity. Results suggest that the tool may be helpful to identify early signs of SEMH needs. Future research is needed to explore the structural validity of the assessment tool and to improve its diagnostic abilities.

Vygotsky’s contributions to understandings of emotional development through early childhood play

ABSTRACT As societies become more aware of the importance of early socio-emotional skills for children’s later success, teachers report that they are ill-equipped to support and enhance these skills within their ‘traditional’ teacher role. This paper turns to the contributions that Russian psychologist Lev Vygotsky and his adherents have made to our understanding of emotional development in early childhood. Following several main ways that his developmental theory described development through play, it proposes an extra social–individual dialectical relationship to explain emotional development specifically. The model supposes a special role that educators must assume to enhance emotional development through play: allowing children to understand and experience their perezhivanie at an individual level such that it is not relegated to only the social, as is the case in many cultures (e.g. when anger is admonished). This role adds to the recently proliferating literature on the adult’s active role in pedagogical play.

Using Data Collection Applications in Early Childhood Settings to Support Behavior Change

Social–emotional development in early childhood (EC) is an important factor to their later development and adjustment. While all young children display unwanted behaviors at some time during development, challenging behaviors that occur across settings and over a period of time should be identified and intervened; thus, data collection efforts need to be efficient and accurate as time can be a barrier. There are currently applications for children in a K–12 setting that can be used to collect data and share positive behavior support plans; however, they may not necessarily be tailored to the EC population. A variety of data collection apps will be discussed as they relate to identifying a behavior to data collection skills. Suggestions will be given on what apps should contain for data collection and how to make them applicable to EC settings as well as collaborating with multiple professionals.

OPTIMALISASI PENGELOLAAN PERKEMBANGAN SOSIAL EMOSI ANAK USIA DINI

The social-emotionaldevelopment of children is important to be developed from an early age. The emotionaldevelopment in early childhood, takes place simultaneously with their social development. Even there is claim that their emotional development is influenced by their social development. Itcaused by the emotional reactions displayed by early childhood as a response to the social relationships that they live with other people. The emotional development of early childhood can also affect the sustainability of social relationships. Stimulation is an important thing to give by early childhood educators and parents so they can optimize their social emotion development. With this treatment, they can grow into the life ready person in facing the complex future.

Antecedents and consequences of social–emotional development: A longitudinal study of academic achievement.

SCIENTIFIC Different aspects of social–emotional development in early childhood—including self-regulation, hyperactivity, emotional problems, and peer problems—have each been shown to individually influence academic achievement into primary and secondary school. Environmental and demographic factors have also been shown to influence a child’s academic development. The current study extends previous work to consider—concurrently, using structural equation modeling—a broader array of antecedents and measures of social–emotional development to understand their relative relations with later academic outcomes. Parent-reported data on a nationally representative sample of children (N = 10,080) at ages 3 and 5 years, and academic assessment at age 7, from the Millennium Cohort Study were subjected to longitudinal modeling. Results indicated the individual and collective contributions of social–emotional, environmental, and demographic antecedents of academic progress. These results suggest that malleable factors in early childhood are important predictors of later academic success, and thus may be viable targets for intervention.

Parent Emotional Well-being and Emotion Lability in Young Children

Emotion lability and emotion regulation are critical processes that have been shown to have important contributions in the successful development of children. While these two emotion processes are intertwined, they have been distinctly associated with a diverse range of behavioural, academic, and social outcomes. Given the important implications of these emotional processes, it is essential to understand the factors that influence the development of emotion lability and emotion regulation. The present study aimed to contribute to the current research pertaining to parents’ role in the emotional development of children through examination of maternal and paternal psychological functioning and emotion regulation as potential predictors of child emotion lability and emotion regulation. Participants included ninety-three preschool children and their parent(s). Parents completed self-report measures regarding their own emotion regulation and psychological functioning, as well as their child’s emotion regulation and emotion lability. Correlational analyses revealed that although, in general, maternal and paternal emotion regulation and psychological functioning were not significantly associated with child emotion regulation, significant associations were evident in the relationship between numerous parent variables and children’s emotion lability. Interestingly, both parent and child gender differences were evident in these relationships. Multiple regression analyses indicated that mothers’ overall emotional well-being predicted children’s emotion lability for both boys and girls, however, these same models were not significant for fathers’ emotional well-being. The importance of emotion lability as it relates to fostering positive emotional development in early childhood is highlighted, and implications for future research on emotion regulation is discussed.

Mothers’ dispositional distress reactivity as a predictor of maternal support following momentary fluctuations in children’s aversive behavior.

Given that maternal support promotes healthy social and emotional development in early childhood, it is important to understand the predictors of such support, especially during emotional challenges. In this study, mothers' dispositional distress reactivity (i.e., the tendency toward experiencing distress in response to children's negative emotions and behavior) was assessed as a predictor of maternal support in a given moment when children showed within-person fluctuations in aversive behavior (i.e., negative affect and disruptive behaviors) in concurrent and prior moments. Data were collected when children were 33 months of age. Mothers (N = 128) reported on their distress reactivity, and maternal support and child aversive behavior were coded in 15-s intervals during a 5-min snack-delay task. As hypothesized, multilevel models revealed that mothers' dispositional distress reactivity predicted decreases in maternal support when children showed within-person increases in aversive behavior in the prior 15-s interval but not in the concurrent interval. Findings highlight the importance of investigating the contributions of maternal dispositional tendencies to moment-to-moment changes in parenting behavior during moderate, everyday challenges with young children. (PsycINFO Database Record

Commentary on the review of measures of early childhood social and emotional development: Conceptualization, critique, and recommendations

This compilation of five papers provides commentary from researchers devoted to the study of a variety of components that contribute to the broader domain of social and emotional development in early childhood. These components include social competence, emotional competence, behavior problems, self-regulation, and executive function. Each section provides a general definition of the construct, highlighting how it fits in a broader model of social and emotional development, and summarizing its relationship with a range of developmental outcomes. The papers then address developmental and contextual issues that are essential to consider when selecting a measurement tool for social and emotional development in early childhood, and discuss the field of extant measures available for each area of development. Presented intentionally as a part of a single paper, these contributions together provide a comprehensive response to the review, methods, and recommendations presented by Halle and Darling-Churchill (in this issue).

Review of measures of social and emotional development

This paper provides a critical review of measures of social and emotional development in early childhood for use within large-scale national surveys of child well-being and evaluations of early childhood interventions and initiatives. Key literature on social and emotional development was reviewed and organized around four commonly used subdomains: social competence, emotional competence, behavior problems, and self-regulation. Six measures, out of 75 which met criteria for more systematic review, were identified as good candidates for broader use with children birth to age five, based on their having a majority of 10 key features of strong assessments. The review also examines whether executive function is captured by measures of social and emotional development. Implications for enhancing the usefulness and effectiveness of social and emotional measures in the field and implications for future measures development are considered.