Children's Social Development Research Articles

A RELAÇÃO ENTRE O EXCESSO DE TELAS NA PRIMEIRA INFÂNCIA COM O ATRASO NO DESENVOLVIMENTO NEUROMOTOR

Introduction: Early childhood is a crucial period for the development and improvement of motor, cognitive, and social skills, which are fundamental for functional independence and adequate child development. However, prolonged and excessive exposure to digital technologies among children in this age group has become increasingly common, raising important questions about the possible negative effects that increased screen time can have on children's motor and cognitive development. Objectives: Investigate how excessive use of digital devices can negatively impact neuromotor development in early childhood. Methodology: This is an Integrative Literature Review, conducted in the PubMed, SciELO, and BVS databases, including articles published in the last 5 years. The selection of studies was carried out in three stages: screening of titles, reading of abstracts, and full reading of the selected articles. Results and discussion: The results indicate that exceeding one hour of screen time per day can cause impairments in children's motor, cognitive, and social development, in addition to increasing the risk for Developmental Coordination Disorder (DCD) and affecting improvements in communication and daily life skills. Final considerations: Prolonged use of screens in children under 6 years of age is related to motor, cognitive and social development, highlighting the importance of guiding parents and caregivers on the moderate use of electronic devices and encouraging activities that promote healthy child development.

The Influence of Parenting Styles on the Early Childhood Development at Tkk Kasih Mulia Cimahi

Early childhood development is a crucial period in the formation of a child's physical, cognitive, and emotional growth. Parental upbringing plays a significant role in supporting a child's development during this phase.** This study aims to analyze the influence of parenting styles on the early childhood development at Taman Kanak-Kanak (TKK) Kasih Mulia Cimahi. The background of this research is based on the fact that many parents do not fully understand how the parenting styles they adopt affect their child's development, especially during the early years, which are critical for the growth of various aspects of a child's development. The purpose of this study is to examine the relationship between different types of parenting styles—authoritative, authoritarian, permissive, and neglectful—and their effects on the physical, social, emotional, and cognitive development of children. A quantitative method with a survey approach was employed for this research. Data were collected through questionnaires distributed to 50 parents whose children attend TKK Kasih Mulia Cimahi, along with direct observation of the children's development. The data analysis technique used was regression analysis to determine the influence of parenting styles on various aspects of child development. The results showed that the authoritative parenting style had the most positive impact on all aspects of child development, particularly in social and cognitive growth. Conversely, authoritarian and permissive parenting styles tended to have negative effects, especially in the emotional and social development of the children. Neglectful parenting had the most detrimental effect on the physical and emotional development of the children. The conclusion of this study is that parental upbringing significantly influences early childhood development. Parents who adopt an authoritative parenting style are more likely to have children who grow and develop optimally. The recommendation is for parents to better understand the importance of applying balanced parenting, such as the authoritative style, which can holistically support a child's development. Additionally, schools are encouraged to provide education to parents on the importance of parenting in supporting early childhood development.

Physıcal Punıshment Agaınst Chıldren in Türkiye: The Necessıty of Alternatıve Dıscıplıne Methods

The aim of this study is to examine the prevalence of corporal punishment against children in Türkiye and the negative effects of this practice on children's physical and psychological health. Corporal punishment is considered as a disciplinary method that harms children's development and leads to long-term negative consequences. Studies conducted in Türkiye show that physical violence against children at home is at an alarming level and is accepted as a cultural norm. The study discusses how corporal punishment disrupts children's emotional and social development and how such punishments can lead to permanent traumas in children. The necessity of alternative discipline methods is emphasised and it is explained how positive discipline contributes to children's self-control, healthy relationships and positive behaviours. In conclusion, the importance for parents and educators to adopt and implement positive discipline methods instead of corporal punishment is emphasised. These methods contribute positively to both individual development and social adaptation of children.

EDUCAÇÃO INFANTIL E A SUA IMPORTÂNCIA NO DESENVOLVIMENTO DAS CRIANÇAS

Early childhood education is an essential phase in children's development, which covers the first years of life, generally up to the age of five. This period is crucial for children's cognitive, emotional, social and physical development, providing the foundation for future learning. Early childhood education is not limited to teaching academic content, but also focuses on stimulating children's curiosity, creativity, autonomy and socio-emotional skills. Through playful, interactive activities focused on sensory experience, children explore the world around them, develop their language, motor coordination and social skills. In addition, early childhood education plays an essential role in promoting equal opportunities, social inclusion and preparing them for life in society. Therefore, investing in the quality and universal access to early childhood education is important to ensure the healthy and equitable development of children and to build a more just and democratic society in the future.

O IMPACTO DA DOR CRÔNICA NA QUALIDADE DE VIDA DAS CRIANÇAS O PAPEL DO ENFERMEIRO NO MANEJO DA DOR

The impact of chronic pain on children's quality of life and the role of nurses in pain management is the central approach of this study, which was carried out through a literature review. The aim is to analyze how chronic pain affects children's physical, emotional and social development, as well as to assess the importance of nurses in identifying and treating this pathology. The review aims to strengthen the improvement of nursing practices and enhance the multidisciplinary approach in the hospital environment. Scientific articles and recent publications on the subject were used to support the discussions. The main results indicate that the proper management of chronic pain in children, led by nurses, is indispensable for minimizing the negative impacts on the child's quality of life, and that continuous and personalized interventions are necessary. The research also highlights the importance of adequate training for professionals and the implementation of protocols that consider both the physical and emotional aspects of pain, reinforcing the need for a holistic, effective, interdisciplinary approach guided by nurses.

Benefits of Pet Therapy for Children and Young Adults

Abstract: With the development of psychology, the mental health of children is paid more attention than before. Reducing attachment to parents and anxiety are common mental issues in children. People need to focus on the mental health of the children. There have been several studies about the function of pets and how they positively or negatively support adults' mental condition. With the increasing number of pets owned, pets play an important role in several families. Pets play an essential role in affecting children's mental health. Pet therapy is an example of how pets impact the mental condition of children. This research focuses on how pets can work in pet therapy to help children reduce mental stress and how pets in their daily lives can help young adults and children perform better social development. The research reviews several previous study papers about pets' influence on children's mental and social development. The research finds that pet therapy can help children with physical health and disabled children reduce their mental stress from the environment and society. In their daily lives, children in families with pets benefit from socio-emotional development and get social support from pets.

Wspomaganie rozwoju emocjonalno-społecznego małego dziecka i jego potencjał w budowaniu odporności psychicznej

The article deals with the broadly defined topic of supporting the emotional and social development of children and its impact on the formation of mental resilience. The text consists of 3 parts. The first one provides an overview of the theoretical representations of key concepts such as emotional-social development and its support and mental resilience. The second part presents the results of our own research on the developmental support of young children as perceived and experienced by their care-givers. The study concludes with a summary.

Analysis of Children's Development Pathways based on Bronfenbrenner's Ecological Systems Theory

Childhood is a critical stage in human life, during which an individual's cognitive, emotional, social, and physical development progresses rapidly. Early development is not only essential for children's future achievements but also plays a significant role in societal structure, economic growth, and cultural transmission. Promoting the holistic development of children is the responsibility not only of families and educational systems but also of society as a whole. This study, grounded in Bronfenbrenner's Ecological Systems Theory, aims to analyze how various ecological system levels influence children's cognitive, emotional, and social development, and explores the impact of these systems' interactions on overall child growth. The research encompasses the microsystem (e.g., family and school), mesosystem (e.g., family-school interactions), exosystem (e.g., parental socioeconomic status and work environment), macrosystem (e.g., cultural background and social policies), and chronosystem (e.g., significant life events and historical context). The findings reveal that the interactions between these ecological systems play a pivotal role in children's development and influence their holistic development.

Peer bonds and nature's embrace: exploring the influence of pet caregiving on social well-being and nature connection among Taiwanese children.

This study investigated the associations between pet-ownership on nature engagement, interpersonal relationships, and well-being among 471 Taiwanese children aged 11-12, across different genders. The findings revealed that interactions with pets, primarily in the form of caregiving, enhanced empathy toward nature, notably among female participants from various racial and ethnic backgrounds, although direct contact with nature was generally limited. In terms of interpersonal relationships, family bonds were significant, with boys reporting stronger connections. Children who had previously or were currently owning pets displayed increased empathy toward the natural environment. The study highlighted a significant predictive relationship between children's connection to nature and their development of interpersonal relationships, with peer relationships being particularly influential in predicting children's well-being. These results underscored the importance of pet caregiving and peer interactions in the emotional and social development of children.

Diversity in perceptual, social, and executive functions in preschoolers from Germany and Iran

The cultural background and age shape the cognitive and social development of children. This study aimed to compare perceptual, executive, and social functioning in two age groups of preschoolers from Germany and Iran. One hundred sixty-five children (83 Iranian and 82 German) participated in the study, with 87 children aged three years and 78 children aged four years. The participants completed a series of tasks to assess different cognitive functions, including the theory of mind as a measure of social cognition, picture mental rotation test to evaluate spatial ability, and several tests including digit span, Corsi block tapping, day-night, grass-snow, dimensional change card sort, and active and passive vocabulary tests to assess executive functions. The findings revealed that German children performed better than their Iranian peers regarding spatial ability and theory of mind. Additionally, German children outperformed Iranian children in working memory, cognitive flexibility, and verbal fluency, while Iranian children demonstrated better inhibitory control. Furthermore, the correlational analysis indicated that in German children, executive function correlated with the theory of mind, whereas in Iranian children, executive function was associated with perceptual functions. Age impacted the results. These results highlight the role of cultural factors in shaping cognitive functioning and emphasize the need to consider cultural influences when examining cognitive development in different populations.

Maternal mind-mindedness and infant oxytocin are interrelated and negatively associated with postnatal depression.

Previous studies show that maternal mind-mindedness positively impacts children's social development. In the current studies, we examine the relation between mind-mindedness during parent-child interaction, oxytocin (OT), and postnatal depression in a sample of mothers (N = 62, ages 23-44) and their infant (ages 3-9 months). In Study 1, infant salivary OT was positively correlated with mothers' appropriate mind-related comments, and negatively correlated (at trend level) with maternal depression scores. Mothers experiencing symptoms of depression used fewer appropriate mind-related comments than controls. Study 2 was a double-blind, placebo-controlled, experimental study, in which the same women who participated in Study 1 were administered nasal OT. This did not significantly influence levels of mind-mindedness. Study 2 warrants a larger trial to investigate the effect of OT on mind-mindedness further. Study 1 is the first to demonstrate an association between maternal mind-mindedness and variation in children's OT levels. Since both OT and mind-mindedness have been repeatedly implicated in processes of maternal-infant attachment, this association highlights the centrality of mothers' caregiving representations in facilitating the parent-child relationship and children's early development.

العلاقة بين الإكتئاب وأساليب المعاملة الوالدية لدى الشباب والراشدين (دراسة حالة)

The current research aimed to reveal one of the reasons supporting the exacerbation of depression disorder among young people, and to study their cases, where the research tried to answer the following questions: What is the degree of depression in a sample of depressed young people? And what is the relationship of parents in the emergence of depression? To answer the research questions and test the hypotheses, we used the clinical approach in studying one of the cases in adulthood. To collect information, the Eysenck Personality Inventory, Hamilton Depression Scale, and Beck Depression Scale were used. Then, we prepared detailed clinical reports and psychological reports, and created a complete diagnosis by referring to the Diagnostic and Statistical Manual of Mental and Psychiatric Disorders. The results of the research showed: Children who are treated well by their parents are more psychologically and socially compatible, and they are more distinguished in masculine and feminine behavior than children who are treated poorly and are exposed to cruelty, rejection, neglect, or excessive pampering. The sound psychological and social development of children is linked to several factors that we will clarify below: A- Psychological and social compatibility. B- Psychological and social tendencies and interests and their proper satisfaction. C- Feeling of security, reassurance, love and affection. D- Family guidance and counseling.

CHILDREN’S RIGHT TO PROTECTION FROM LABOUR AND SEXUAL EXPLOITATION

Children's rights have a very important place in human rights law. One of the important steps towards protecting fundamental children's rights is establishing a 'special juvenile justice system.' Special laws for children in modern societies are important in protecting children's rights. In addition to special laws, international agreements in this context play a key role in protecting and developing children's rights. There are different forms of child exploitation, such as sexual exploitation, child labour, physical abuse, psychological abuse, forced marriage, sexual assault, organized begging, etc. Nowadays, we see a significant increase globally when we look at the data related to child abuse and child labour. When it comes to child sexual abuse, no universally accepted definition defines sexual abuse. In this context, it is also important to emphasize the difference between sexual abuse and sexual exploitation. When we consider child labour, child labour negatively affects children's mental, social, physical, and psychological development. Child workers work long hours, often in dangerous conditions, to contribute to the livelihood of their families. Working conditions, also prevent these children from going to school, spending time with their peers, playing games, and spending their free time. There are important international conventions such as the UN Convention on the Rights of the Child; the Council of Europe Convention on the Protection of Children against Sexual Exploitation and Sexual Abuse (Lanzarote Convention); Optional Protocol of the Convention on the Rights of the Child on the sale and sexual exploitation of children; The Budapest Convention; Convention 182 on The Worst Forms of Child Labour, 1999; Maritime Labour Convention, 2006; Worst Forms of Child Labour Recommendation, 1999 (No. 190) that we should particularly highlight in terms of the prevention of both child sexual exploitations.

Job Involvement among ICDS Scheme Functionaries in India: Assessing Extension Needs for Enhanced Performance

Job involvement is psychological identification with one’s work as well as degree to which the job situation is central to person and his identity. Human behavior plays a pivotal role in maximizing organizational effectiveness irrespective of the technological support and their involvement in their job is critical for successful achievement of its objectives. ICDS (Integrated Child Development Services) is a comprehensive scheme of Govt. of India enriches human resource and tackles malnutrition and health problems in children below six years of age and their mothers. The services to the beneficiaries, who are pregnant women, Lactating Mothers, children under 5 years, adolescents and adult women, are provided at Centre called as Anganwadi. The grass-root level functionaries at the center are called Anganwadi workers (AWW) who executes ICDS scheme as per the Government guidelines to raise the level of health and nutrition, create proper mental, physical and social development of children below six years; to reduce mortality and malnutrition and dropouts. Since job involvement contributes to overall availability of human resource, the success of the ICDS programme extents to effective and successful working of AWWs. The study was conducted to know the job- involvement of AWWs and AWHs – the grass-root functionaries of ICDS scheme. The conducted in one of the blocks of Faizabad District situated in Eastern part of Uttar Pradesh state. One hundred AWWs were randomly selected from 182 AWWs in the block and administered interview schedule and standardized Job Involvement scale by Dr. A.P Singh. The data collected revealed that AWWs were highly involved (47%), moderately involved (37%) and rest (16%) had low involvement. Analysis further found that job involvement and income of the workers; educational qualification and work experience are significantly dependent.

Impact of the COVID-19 pandemic on children's social, emotional, and moral development: A systematic literature revie

This research aims to better understand how the COVID-19 pandemic has affected children's social, emotional, and moral development. Articles and related studies were gathered from the Education Resources Information Centre (ERIC), Scopus, and Science Direct databases. After a quality review following the PRISMA 2020 protocol, 16 articles were selected for a systematic literature review (SLR). The findings from this review were organized into four main themes: (1) the impact of technology and distance learning on children, (2) children's behavior and emotions, (3) the conditions of people around them, and (4) social support. It is suggested that future studies focus on the positive effects of COVID-19 on education.

Dance Education in Promoting Children's Sociality and Study on the Role and Mechanism of Emotion Development

As a unique form of education, dance education has a significant impact on children's social and emotional development. Through dance activities, while enjoying the charm of art, children can learn social rules and emotional expression through body language and collective interaction, thus enhancing social communication ability and emotional regulation ability. Dance education not only improves children's physical coordination and creativity, but also promotes the cultivation of empathy and the development of self-cognition through non-verbal emotional communication. This study deeply discusses the mechanism of dance education in children's social and emotional development, and provides a valuable reference for preschool education practice.

Testing a family system-based intervention (ENTREN-F Programme) for a paediatric obesity sample by a randomized controlled trial

This study evaluated the effectiveness of ‘ENTREN-F’ –a multi-component, family system-based intervention-for managing paediatric obesity at National Health Primary Care. A 3-arm, parallel-design, single-blinded randomized controlled trial (RCT), 165 families were randomized: Arm 1) ENTREN-F(n = 62) is a 12-week cognitive-behavioural intervention (CBT) family system-based programme, addressing lifestyle changes, children's emotional and social development and the family system, Arm 2) ‘ENTREN’ (n = 52) is a CBT family-based programme for children and parents, not addressing the family system, and Arm 3) Control group (CG) (n = 51) covers individual behavioural monitoring. All children were clinical interviewed to assess a diagnosis. Their effectiveness was assessed against six-month changes in children's body mass index (BMI) z-score, children's psychological well-being, levels of expressed maternal emotion, depression symptoms, parental feeding practices, levels of physical activity and sedentary lifestyles. The maintenance of the changes was evaluated for two years. High-attendance rates for ENTREN-F (72.6% vs. 66% vs. 33%, respectively) indicated its greater acceptance. After programme completion, the BMI z-score reduced by .5 points in almost 50% ENTREN-F (n = 22/45), 21.9% ENTREN (n = 7/32) and 11.8% (n = 2/17) CG participants. There were no significant differences between the three trial arms for anthropometric, psychological, or family-related measures. At the two-year follow-up, both ENTREN-F and ENTREN showed similar long-term effectiveness without between-group differences, and weight trajectories were favourable. ENTREN-F appears effective for childhood obesity management; however, the COVID-19 pandemic limited the sample size. Also, the tendency towards multiple differences in child and family outcomes could not be statistically shown. It also provides further evidence of the role of psychological and family-related factors that may underlie the origin and maintenance of weight gain.

The neuropsychology of early childhood and infancy.

Piaget's theory emphasizes the biological structures children utilize to make sense of their environment and based on those experiences become able to adapt. Many factors can intervene in the gradual and complex process of development, causing an array of issues both acute and chronic. Several studies have found that disability in the early months is a strong predictor of cognitive impairment in preschool. The presence of early functional anomalies may represent developmental delay and/or neurodevelopmental disorders. Understanding the risk factors and detecting such signs early on is important to prevent or minimize later cognitive, behavioral, and psychosocial problems. The study aims to emphasize how critical the early years are to a child's future cognitive, physical, emotional, and social development as well as their overall well-being. In addition, the fact that crucial developmental stages can be hampered or obstructed by a variety of factors is highlighted.

Exploring the Lived Experiences of Home-Educating Families with Young Children in the UK: The Untold Stories.

Recent trends indicate a significant increase in the number of families opting for home education in the UK, yet research dedicated to this area remains limited. Moreover, there is a notable scarcity of studies focusing on the lived experiences of home-educating families of young children. Amidst this context, a new conceptual framework was developed combining the portraiture approach and the life course theory to study five families with young children in the UK. Semi-structured interviews, observations, and curriculum document analysis were used to gain insights into these families' experiences. The study revealed diverse motivations driving parents to choose home education, including concerns about the traditional education system, a preference for personalized learning, and personal lifestyle choices and ideologies. The research data presented suggests that participants had diverse and dynamic daily routines shaped by their unique educational philosophies. In general, parents consistently sought beneficial opportunities to foster their children's social development. Challenges participants faced included curriculum suitability, financial burdens, and managing dual roles within the home. However, participants viewed these challenges as worthwhile because their main aim of educating their children in a purposeful manner was being met. In line with the theme of parental autonomy in education, parents shared their belief in the freedom for families to educate their children outside traditional schools. They supported flexi-schooling, advocated for accessible resources, the inclusion of home-educated children in assessments, and government funding provision.

Literacy development in early children

Literacy, which encompasses the process of reading and writing, is essential for children's cognitive, academic and social development. Introducing these skills at an early age, generally between 0 and 6 years old, is decisive because it forms the basis for future learning. Through literacy, children develop their vocabulary, reading comprehension and communication skills, which also reinforces their critical thinking and creativity. The objective of the research is to determine the importance of the early development of literacy in the first years of life, the result was that literacy is part of the academic base for the following years of early childhood, boys and girls learn to expand their imagination and also lose stage fright when performing a socio-cultural or artistic presentation, highlighting at the same time their interest in reading and writing, improving throughout life.