Children Emotional Development Research Articles

Nurturing Tomorrow's Minds: The Impact of Family Education on Holistic Child Development

This paper provides a comprehensive analysis of the impact of family education on child development, focusing on parenting styles, educational activities at home, the role of technology, and the emotional climate within the family. Through an exploration of authoritative, permissive, and authoritarian parenting styles, this paper examines their distinct effects on cognitive development, emotional growth, and social adaptation. Additionally, this paper delves into the significance of literacy development activities, mathematical reasoning games, and nature exploration in fostering children's cognitive and socio-emotional skills. Furthermore, this paper discusses the implications of digital technology and social media on children's cognitive and emotional development, emphasizing the importance of digital literacy and safe internet use. Moreover, this paper investigates how family harmony, stress management, and parental support contribute to children's emotional security and self-esteem. This paper concludes with insights into the critical role of family education in shaping children's holistic development and underscores the need for informed, intentional parenting practices to nurture resilient, confident, and emotionally healthy individuals.

Sleep‐related disorders in children: A narrative review

AbstractSleep‐related disorders in children can significantly impact children's physical, emotional, and cognitive development and constitute a major source of parental concern. This comprehensive review aims to describe sleep‐related disorders commonly encountered in pediatric practice, their etiology, diagnosis, and management strategies. The review explores various disorders prevalent in different age groups, including insomnia, sleep apnea, parasomnias, and circadian rhythm disorders, highlighting the importance of early identification and intervention for optimal child health and well‐being.

Improving Recess through Collaboration: Exploring the Facilitators and Barriers to Sustaining Positive Playground Behavior.

School recess quality is vital to children's social and emotional skill development. However, there is a research-to-practice gap where academic findings are ineffectively translated back to schools. The aims of this study were to examine how a co-designed intervention would impact negative behaviors observed during recess and to explore the facilitators and barriers to recess implementation over the course of a school year. Utilizing a research-practice partnership, the authors collaborated with staff at an elementary school to design, implement, and assess an intervention focused on improving recess quality. The intervention offered training in research-supported recess practices through professional development training and teaching students transitions and games. The school's recess behavioral report log of negative playground behaviors across the academic year and notes from recess staff meetings were analyzed. Quantitative results pointed to a stable decrease in negative playground behaviors post-intervention compared to pre-intervention. Qualitative analyses suggest school leadership and practitioners should focus on "reculturing" recess prior to making structural changes, and empowering recess staff to sustain change. Prior to considering interventions at recess, there is a need to assess both school and recess culture. In doing so, reculturing around the importance of recess during the school day and the roles of adults in the process is needed to ensure the sustainability of any changes made.

PEMBENTUKAN KARAKTER ANAK DENGAN POLA ASUH DEMOKRATIS

This article discusses the influence of democratic parenting on the formation of children's character, the aim of which is for us to know what impacts the application of democratic parenting has on children, both good and bad. The author uses the literature observation method to summarize the results from various references which are then differentiated based on the type of research from each source used as a reference. In this context, democratic parenting patterns have positive and negative impacts on the formation of children's character, positive impacts include tolerance, independence, superior personality, the ability to share, respect for differences, and an attitude of not imposing the will of others. The impact of democratic parenting on children's social and emotional development includes children's ability to make friends easily, be willing to collaborate, show independence, and be willing to share. ant role of democratic parenting in shaping children’s character in a positive way.

Relationship Between Perceived Parenting Style, Perceived Stress and Emotional Competence Among Young Adults

The purpose of the study is to investigate the relationship between Perceived Parenting Style, Perceived Stress, and Emotional Competence among young adults age ranging between 18-25 years. Parenting style refers to the behaviour of the parents towards their children, it can differ as every parent has a different way of interacting and guiding their children. The perception of children about the parenting style they experienced is referred to as Perceived Parenting Style. Parenting styles play a significant role in a child's emotional, physical, and psychological development. Stress is a bodily reaction to a threatening situation. Emotional competence refers to an individual’s ability to manage and express their emotions in a healthy way. This study attempts to determine the correlation between perceived parenting style, perceived stress and emotional competence. The scales utilised to collect the sample were The Perceived parenting style scale (PPSS) by Divya and Manikandan, The Perceived Stress Scale (PSS) developed by Sheldon Cohen and the Emotional Competence Scale (EC-Scale) developed by R. Bharadwaj and H. Sharma. The methods utilised to analyse the data were descriptive statistics, Independent t-test and Pearson’s Correlation. SPSS software was utilised for the analysis. The result indicates a significant relationship between Perceived Parenting Style, Perceived Stress and Emotional Competence.

Cultivating young minds: Exploring the relationship between child socio-emotional competence, early childhood education and care quality, creativity and self-directed learning

Creativity and self-directed learning (SDL) have been identified as two key skills that children need to develop for success in the 21st century. As such, developing such skills has become a priority. High quality early childhood education and care (ECEC) can play a pivotal role in supporting a myriad of children's developmental outcomes. This study uses multi-level modeling on 484 children between 30 and 75 months of age (Mean age = 48) across 87 ECEC classrooms in Toronto. We tested associations between two skills (creativity and SDL), children's social and emotional competence (hyperactivity, prosocial behaviour, and emotional problems) and ECEC quality (professional development, ratios and emotional support). We found significant relationships between children's social and emotional outcomes and their creativity skills, but not their SDL. In addition, the proportion of professional development opportunities conducted onsite was positively associated with children's creativity. Implications for future research, policy and practice are discussed. Educational relevance statementThis study contributes to the understanding of how to support two skills needed in the wake of the fourth industrial revolution. First, we examine the relationship between children's social and emotional development and their creativity and self-directed learning. We then examine the role played by the quality of their early childhood education and care (ECEC) settings as contexts to learn these important skills when accounting for their children's social and emotional development. Finally, we test the robustness of these associations by controlling for important contextual factors (age, months in the program, family income, and maternal education).

Neighborhood features moderate genetic and environmental influences on children's social information processing.

Neighborhood is a key context where children learn to process social information; however, the field has largely overlooked the ways children's individual characteristics might be moderated by neighborhood effects. We examined 1,030 six- to 11-year-olds (48.7% female; 82% White) twin pairs oversampled for neighborhood disadvantage from the Twin Study of Behavioral and Emotional Development in Children. We evaluated neighbor reports (N = 1,880) of neighborhood structural and social characteristics as moderators of genetic and environmental influences on children's social processing. Although there was no evidence of moderation for children's hostile attributions, there was robust evidence that the social and structural characteristics of the neighborhood moderated the genetic and environmental origins of children's positive expectations of aggressive behavior. Specifically, we found that genetic influences on aggressive expectations increased in the presence of neighborhood deprivation and decreased in the presence of protective social processes and availability of resources. Such findings suggest that protective neighborhood social processes may buffer against the development of aggressive expectations during middle childhood by suppressing the expression of genetic influences on those outcomes. In doing so, they suggest that neighborhood social processes may be able to promote youth resilience to neighborhood deprivation "under the skin." (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Is autonomic functioning distinctly associated with anxiety and unsociability in preschoolers?

There are many benefits of peer interactions for children's social, emotional, and cognitive development, and isolation from peers may have negative consequences for children. Although biological processes may underlie social withdrawal broadly, distinct patterns may be associated with withdrawal behaviors depending on their underlying motivation (e.g., shy versus disinterested). This study investigated the role of autonomic nervous system activity, as assessed via skin conductance level (SCL) and respiratory sinus arrhythmia (RSA) in predicting changes in unsociability (e.g., lack of interest in peers) and anxious-fearfulness (e.g., discomfort among peers). Data were collected using a community sample of 92 US preschool children (45.7 % female; Mage = 45.51 months, SDage = 3.81 months) at two time points one year apart. Gender differences were also explored. Baseline physiology was assessed while viewing a neutral video clip, and reactivity was assessed while viewing social exclusion and post-aggression discussion videos. For all children, coinhibition (i.e., SCL inhibition accompanied by RSA inhibition) to the post-aggression discussion video and blunted SCL activation to the exclusion video were prospectively associated with higher levels of anxious-fearfulness one year later. For boys only, baseline reciprocal sympathetic activation (i.e., SCL activation and RSA inhibition) was prospectively related to higher levels of unsociability one year later. For girls only, RSA inhibition in response to the post-aggression discussion video was prospectively related to higher levels of unsociability one year later. Findings contribute to a growing literature on autonomic reactivity in preschoolers' adjustment and suggest possible differences in the physiological processes underlying unsociability and anxious-fearfulness.

An Analysis of Figurative Languages Used in Disney Songs’ Lyrics by Naomi Scott and John Legend Featuring Ariana Grande

The research delves into the fascinating world of Disney songs and their use of figurative language, exploring how this impacts children's language skills and creativity. With the aim of closely analyzing three specific Disney songs, the study seeks to uncover how these beloved tunes effectively utilize different forms of figurative language to communicate important moral values. Through careful examination, the study identifies five key types of figurative language present in these songs: metaphor, simile, personification, hyperbole, and paradox. By taking a closer look at how Disney songs employ these various forms of figurative language to convey deeper messages that resonate with audiences, educators can gain valuable insights into using music as a powerful tool for facilitating language development and promoting moral understanding in young children. The study emphasizes the potential role that beloved Disney songs can play as effective educational tools for fostering greater comprehension of language and encouraging strong moral values among young audiences. Overall, this research serves as a valuable reminder of the importance of creative expression in education - demonstrating how even something as seemingly simple as a catchy tune can have profound impacts on children's cognitive and emotional development.

Family Communication Patterns in Javanese Culture and Their Influence on Children's Emotional Development: A Qualitative Study

This research examines the application of communication patterns in Javanese cultural families and their impact on children's emotional development. Qualitative descriptive methods were used with in-depth analysis of field data. Data was obtained from interviews and observations of 18 families with socio-economic variations. The results show that family communication patterns play a central role in shaping children's emotional development. Authoritarian, permissive, and authoritative/democratic communication patterns were identified as the main patterns. Implementing democratic communication patterns has a positive impact on children's emotional development. Family understanding regarding the relationship between family communication and children's emotional development needs to be improved. The combination of Javanese and modern cultural values and religious life plays an important role in supporting children's emotional development. This research provides an in-depth view of communication patterns and their influence on children's emotional development in the context of Javanese culture. It is hoped that the implications of these findings will help families strengthen positive relationships and support children's emotional well-being in a rich and diverse cultural context. By understanding more deeply about communication patterns in Javanese families and their impact on children's emotional development, it is hoped that this research can provide practical guidance for families in strengthening positive relationships and supporting children's emotional well-being in the unique Javanese cultural context.

Biological basis of temperament: Respiratory sinus arrhythmia and inhibitory control across childhood.

Temperamental inhibitory control is a foundational capacity for children's social, emotional, and behavioral development. Even though temperament is suggested to have a biological basis, the physiological indicators of inhibitory control remain unclear amid mixed empirical results. In this study, we leveraged a multicohort longitudinal design to examine resting respiratory sinus arrhythmia (RSA) as a physiological correlate of inhibitory control across the early and middle childhood years. Data were collected annually across four time points from cohorts of 4- (n = 150, Mage = 4.53; SD = 0.30; 49.7% female) and 8- (n = 150; Mage = 8.53; SD = 0.29; 49.7% female) year-old children and their caregivers. There were weak, albeit significant, associations between resting RSA and caregiver-reported inhibitory control in middle childhood but not in early childhood. A stronger association was found for older children when latent trait assessments of RSA and inhibitory control were derived from commonalities across the four annual assessments. We conclude that using repeated measures to extract latent trait scores increases power to detect potential physiological indicators of temperament. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Let's Hear Children's Emotions: The Play-Based Psychoeducation Program for the Socio-Emotional Development of Primary School Children

The acquisition of empathy, emotional literacy and prosocial skills is important for children's social, emotional and moral development. If these skills are supported through play in children, their acquisition will be faster and easier. Therefore, in this study, the Play-Based Socio-Emotional Psychoeducation Program including empathy, emotional literacy and prosocial skills was prepared and its effect on children was examined. The present research was the pretest-posttest quasi-experimental study. The sample of the study consisted of primary school students between the ages of 7-10. 23 children were included in the experimental group and 23 children were included in the control group. An average of 45 minutes of practice was applied to the experimental group for 10 weeks. The findings of the study showed that there was an increase in empathy, emotional literacy, and prosocial skills of the children in the experimental group after the application, but there was no change in their behaviors. These results provided evidence that the program was effective on these skills. It can be said that the current study will shed light on field workers and the play-based psychoeducation program will be an effective program that they can integrate into their practices.

The Impact of Gadgets on the Social and Emotional Development of Early Childhood

This study was conducted to describe the impact of gadgets on early childhood socio-emotional development. The method used in this research is literature methodology. With a qualitative approach. From the results of this study, it is found that gadgets can have positive and negative impacts on the socio-emotional development of early childhood. The positive impacts include: increasing children's imagination and creativity, increasing children's intelligence and cognitive abilities, helping children learn and understand the surrounding environment, increasing children's self-confidence, expanding children's friendship networks. While the negative impacts include: increasing the risk of gadget addiction, reducing children's social interaction with peers, disrupting children's emotional and moral development, increasing the risk of health problems, such as obesity, sleep disorders, and visual impairment.

Child effects on positive parenting vary with neighborhood opportunity.

Prior theoretical and empirical research has highlighted links between positive parenting and the socioeconomic characteristics of the family's neighborhood, but has yet to illuminate the etiologic origins of this association. One possibility is that the various predictors of parenting outlined by Belsky (1984; e.g., characteristics of the child, characteristics of the parent, and contextual influences) may matter more in some neighborhood contexts than in others. To examine this possibility, we conducted etiologic moderation analyses in a sample of 1,030 families of twins (average age 8 years; 51% male, 49% female; racial composition: 82% White, 10% Black, 1% Asian, 1% Indigenous, and 6% multiracial) from the Twin Study of Behavioral and Emotional Development in Children in the Michigan State University Twin Registry. Neighborhood and parenting were assessed using multiple informants and assessment strategies (neighborhood and family informants, administrative data, and videotaped parent-child interactions). Results pointed to strong evidence of etiologic moderation, such that child effects on positive mothering were prominent in neighborhoods with little opportunity and near zero in neighborhoods with ample opportunity. Such findings not only reframe the magnitude of child effects on the parenting they receive as context-dependent, but also indicate that mothers in impoverished neighborhoods may be more responsive to their children's characteristics than mothers in neighborhoods with ample opportunity. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Investigating the relationship between prenatal alcohol exposure and children's behavioural and emotional development: analysis of the Growing Up in New Zealand study.

To examine the relationship between prenatal alcohol exposure (PAE) and children's behavioural and emotional development in a large generalizable sample of women and their children in Aotearoa New Zealand. Using data from the Growing Up in New Zealand longitudinal cohort, we investigated the relationship between maternal PAE and behavioural and emotional development in 8-year-old children. We explored secondary outcomes including measures of language, executive function, academic achievement, and adaptive behaviour. We found no significant differences in the measures of behavioural and emotional development in children 8 years old based on alcohol consumption. No significant differences in behavioural and emotional development were found based on amount of PAE and when PAE occurred, despite controlling for a range of potential confounding factors, such as neighbourhood deprivation and maternal health measures. PAE was associated with significantly higher scores for parent-rated oral language indicating better oral language. In Māori mothers, PAE was significantly associated with an increased risk of higher scores on two of the Strengths and Difficulties Questionnaire subscales. We did not find an association between PAE and behavioural and emotional development in children aged 8years. PAE and behavioural and emotional development are difficult to measure accurately, and the moderating variables between them are complex. Future analyses will require larger cohorts of mothers and their children using precise measures of PAE and outcomes to enable more precise estimates of association.

Neuropsychological Stimulation Program for Children from Low Socioeconomic Backgrounds: Study Protocol for a Randomized Controlled Trial.

Guatemala remains one of the poorest countries in Central America and suffers from high rates of social inequality and violence. In addition to the negative impact that two years without attending school has had on Guatemalan children due to the consequences of the COVID-19 pandemic, this unfavourable socioeconomic context poses a risk to children's emotional and cognitive development. This work presents a protocol for implementing a cognitive and emotional stimulation program aimed at increasing the academic performance of these children and consequently improving their quality of life. The protocol proposes the implementation of a randomized controlled trial to assess the efficacy of a 24-session-long stimulation program. It targets the cognitive functions of attention, language, executive functions, and social cognition, using the digital neurorehabilitation platform NeuronUP. The participants (n = 480) will be randomly assigned to an Experimental or Control group. Pre- and post-intervention assessments will be carried out, together with a follow-up in the next academic year, in which both groups will change roles. Results will be compared for the first and second years, looking for differences in academic and cognitive performance between groups. Mid- and long-term outcomes are still unknown, but effective interventions based on this protocol are expected to facilitate the following benefits for participants: (1) improved cognitive and emotional development; (2) improved academic performance; (3) improved well-being. We expect to create a validated neuropsychological stimulation program that could be applied in similar socioeconomically disadvantaged contexts around the world to help these children improve their life chances.

Investigation of the Impact of Positive and Negative Parenting on Pre-school and School-aged Children’s Emotion Regulation

Parenting plays a crucial role in child development. Emotion Regulation (ER) is considered as an important ability during development since it is tightly associated with children’s future social competence and also their external and internal behaviors. This research investigation explores the profound impact of positive and negative parenting on pre-school and school age children's ER. The essay finds positive parenting, characterized by warmth, support, and consistent discipline, emerges as a crucial factor in nurturing healthier emotion regulation in pre-school children. These children exhibit greater emotional awareness and competence, fostering overall well-being and improved social interactions. Conversely, negative parenting, marked by harsh discipline and emotional neglect, obstructs emotional growth, leading to emotional dysregulation and behavioral challenges. Additionally, this paper delves into the nuances of the influence exerted by fathers and mothers on children's emotion regulation. While both parental figures play vital roles in a child's emotional development, their impact can vary due to unique parenting styles and interactions. In conclusion, this research underscores the pivotal role of positive parenting practices in cultivating robust emotion regulation skills in pre-school children. It emphasizes the necessity for parents to establish nurturing and supportive environments conducive to emotional growth and the importance of recognizing the distinct roles of fathers and mothers in shaping children's emotional development. Ultimately, comprehending the dynamics of parenting and their implications on children's emotional regulation is vital for creating a positive and nurturing environment that promotes children's well-being and emotional resilience.

The Influence of Parental Conflict on Primary School Students' Academic Self-Efficacy

Parental conflict refers to the disputes and conflicts caused by the difference of parents' views in a family environment. This will have a negative influence on the child's psychology and behavior. Academic Self-efficacy (ASE) refers to students' overall belief in their capacity to cope with many different types of academic challenges in school and is an important prerequisite for well-being and academic performance. Parental conflict not only affects children's emotional development, but also their behavior and sense of academic self-efficacy. This experiment uses the method of questionnaire to study the effect of parental conflict on the academic self-efficacy of primary school children, hoping to provide some enlightenment and suggestions for educators and parents. The average score of academic self-efficacy was 70.95. The average parental conflict was 109.33. The intensity dimension was 15.57 and the frequency dimension was 14.04. The mean value of academic self-efficacy is slightly lower than the median, the mean value of parental conflict, the mean value of intensity and the mean value of frequency are much higher than the median. The results show that parental conflict frequency has a significant negative linear relationship with academic self-efficacy, there is no significant relationship between parental conflict intensity and academic self-efficacy. And there is a significant negative linear relationship between parental conflict and academic self-efficacy. The more parental conflict occurs, the lower children's academic self-efficacy will be. Parents should reduce conflict and ensure that children have a high sense of academic self-efficacy.

The influence of pretend play on the cognitive and emotional development of children 3-4 years old

Introduction. Play is the leading activity of preschool age, and play with an imaginary situation (pretend play) is considered as the most significant type of play for children’s mental development, which allows this type of play to be used in the educational process as a means of teaching and developing preschool children. The purpose of this article was to assess the impact of pretend play on the cognitive and emotional development of children 3-4 years old. We assumed that (1) the play can influence the development of executive functions, imagination and understanding of emotions in children 3-4 years old, (2) the influence of the play can be different depending on which developmental mechanisms it contains more involved. Materials and methods. To test the hypotheses, a training controlled experiment design was developed. As an experimental intervention series of play sessions with an adult were conducted. Before and after the experimental intervention, the level of development of executive functions, imagination and understanding of emotions was assessed. 39 children aged 3-4 years took part in the play sessions. Play sessions were video recorded for later analysis. Results. The data obtained were analyzed in two stages. First, the results of the pre- and post-test in the experimental and control groups were compared. At the second stage, the analysis of video recordings was carried out in order to control the influence of the child's ability to stay in the play context. Thus, the test results of the same children before and after participating in the experiment (Student's paired t-test) were compared. Significant differences were identified in the indicator “Understanding the external causes of emotions” of the Test of Emotion Comprehension and the “Elaboration” of the test for imagination. Analysis of variance with control of the level of development of hot self-regulation in children at the time of participation in the experiment confirmed that the type of experimental exposure is a significant factor affecting the development of the ability to understand the external causes of emotions (F(1.36) = 3.87, p = 0.030, n2 = 0.035). Analysis of video recordings showed that children in both playing conditions to a large extent were involved in the playing and, as expected, in their play there was an emphasis on the meanings of human activity, the relationship between the characters and their feelings. The results of the conducted training experiment as a whole showed a low effectiveness of the pretend play impact even in conditions with active participation of the adult. Conclusion. The age of 3-4 years is the initial stage of the formation of both the pretend play itself, and such mental functions as imagination, self-regulation and understanding of emotions. The results of the training experiment generally showed the low effectiveness of the play influence even in conditions of active participation of the experimenter in the play. We can conclude that when planning to use the play for developmental purposes, it is important to take into account the age and individual zone of proximal development available to the child. This will allow to understand what format of pretend play with and what adult’s interventions will be most effective.

Possible unintended consequences of pediatric clinician strategies for communicating about social-emotional and developmental concerns in diverse young children.

Screening to promote social-emotional well-being in toddlers has positive effects on long-term health and functioning. Communication about social-emotional well-being can be challenging for primary care clinicians for various reasons including lack of time, training and expertise, resource constraints, and cognitive burden. Therefore, we explored clinicians' perspectives on identifying and communicating with caregivers about social-emotional risk in toddlers. In 2021, semistructured interviews were conducted with pediatric clinicians (N = 20) practicing in Federally Qualified Health Centers in a single metropolitan area. Most participants identified as female (n = 15; 75%), white non-Hispanic/Latino (n = 14; 70%), and were Doctors of Medicine or Osteopathic Medicine (n = 14; 70%). Thematic analysis was conducted on audio-recorded interview transcripts. Clinicians used various approaches to identify social-emotional concerns which were sometimes difficult to distinguish from other developmental concerns. The clinician-caregiver relationship guided identification and communication practices and cut-across themes. Themes include: starting with caregivers' concerns, communicating concerns with data and sensitivity, navigating labels, culture, and stigma, and limiting communication based on family capacity and interest. Prioritizing the clinician-caregiver relationship is consistent with best practice and family-centered care. Yet, the dearth of standardized decision support may undermine clinician confidence and impede timely conversations about social-emotional concerns. An evidence-based approach with developmentally based culturally informed quantitative tools and standardized decision supports could help ensure equitable management and decision making about young children's social and emotional well-being and development. (PsycInfo Database Record (c) 2024 APA, all rights reserved).