Social-emotional Growth Research Articles

Emotional schemas in relation to educators’ social and emotional competencies to promote student SEL

A rapidly growing body of research is examining the social and emotional competencies (SEC) educators need to effectively fulfill their professional roles (see Lozano-Peña et al., 2021 for a recent review). The prosocial classroom model highlights the importance of educators' SECs as they relate to their capacity to maintain well-being by successfully coping with the challenges of emotion-laden social interactions in the classroom, building positive relationships with students, managing classrooms effectively, and providing proficient social-emotional learning (SEL) instruction (see Figure 1; Jennings & Greenberg, 2009). These elements foster a classroom environment that supports social-emotional growth and optimal student learning outcomes. Since the publication of the Jennings and Greenberg (2009) article, research has been expanding to identify specific SECs and how they relate to educators' well-being and job performance. In this paper, we situate the construct of emotional schemas as one construct related to educators’ SEC and relevant to understanding classrooms as developmental contexts for educators and students.

Enhancing Early Language and Literacy Development: A Data-Driven Approach to Educational Outcomes and Lifelong Learning

This paper explores the multifaceted impact of early language and literacy development on children's cognitive and social-emotional growth, and the role of data-driven instructional strategies in enhancing educational outcomes. Through a detailed review of quantitative studies and academic research, we demonstrate how early linguistic exposure and literacy practices contribute significantly to cognitive abilities, empathetic understanding, emotional regulation, and academic success. Furthermore, we discuss the integration of personalized learning, technology, and continuous assessment as pivotal elements in modern educational frameworks that support diverse learning needs. The discussion extends to the implications of these findings for educational policy and the cultivation of lifelong learners, emphasizing the importance of early interventions and the potential of technological advancements in the field of language and literacy education.

Getting Inspired: A Qualitative Study on the Use of the Inspirisles Role-Playing Game to Teach Middle Schoolers American Sign Language

Background The purpose of this study was to determine the effectiveness of a role-playing game (RPG) as a pedagogical tool for teaching beginning American Sign Language (ASL) to middle school students in a classroom setting. Methods In this qualitative study, n = 40 students participated in a 50-minute class centered on the ASL role-playing game, Inspirisles, for 45 days. To collect data on the student experience of the Inspirisles class, a post-process focus group was conducted with an external moderator and students (n =18) who chose to participate. Student responses were coded using applied thematic analysis. Results Students reported learning 50 to 100 words in American Sign Language, including numbers and the fingerspelling alphabet. Beyond language acquisition, they reported three main themes: a change in learning dispositions, positive social-emotional growth, and identification of important factors for success in continuing classes. Conclusion Students in the Inspirisles -based ASL class showed progress in learning ASL, with additional considerations for prosocial group learning in the classroom setting. However, further research is needed to see if this pedagogy is a viable option for long-term learning of ASL in the classroom setting.

EXPLORING THE IMPACT OF AUTONOMY SUPPORT AND TEAMWORK ON SOCIAL-EMOTIONAL COMPETENCE AMONG BUSINESS EDUCATION STUDENTS IN HIGHER EDUCATION

This research explores how autonomy support and interdependence relate to social-emotional competence (SEC) among university students. Data were gathered from 100 participants using validated measures to assess autonomy support, interdependence, and SEC. The findings revealed that autonomy support significantly enhances students' SEC, highlighting the value of allowing students to have control over their learning to improve emotional regulation, empathy, and interpersonal skills. Conversely, interdependence, which involves teamwork and collaboration, did not have a significant direct impact on SEC. However, when both autonomy support and interdependence were examined together, they contributed a modest but meaningful effect, accounting for 9.3% of the variance in SEC. These results indicate that while both factors are important, autonomy support has a more pronounced influence on SEC. This study suggests that educators and policymakers should focus on fostering autonomy-supportive environments to promote social-emotional growth in students, while also calling for further exploration of other factors affecting SEC.

Is the association between sleep and socio-emotional development mediated by weight in toddlers aged 12 to 36 months?

Childhood is an important stage for socio-emotional development. Understanding the associations of lifestyle habits with the healthy development of social and emotional skills is crucial for better interventions early in life. This study aims to analyze the association between sleep and socio-emotional development in toddlers aged 12 to 36 months and examine whether weight mediated these associations. This study is part of a cluster randomized controlled trial developed in Portuguese childcare centers. A sample of 344 children (176 females) enrolled in the study. Participants' anthropometrics were measured while at childcare centers using standardized procedures. Body mass index (BMI) was computed as the body weight/height2 (kg/m2) ratio. Sleep quality was collected with the Tayside Children's Sleep Questionnaire, a 10-item scale that evaluates the child's ability to initiate and maintain sleep. Two additional questions regarding sleep duration were added. Parental questionnaires assessed the child's sex and date of birth, socioeconomic status, and total energy intake (TEI). Motor (fine and gross) was assessed using Bayley-III scales and socio-emotional (SE) by the Greenspan Social-Emotional Growth Chart questionnaire. Linear regression models were used to examine the associations between sleep (duration and quality) and SE with adjustments for sex, age, BMI, mothers' education, motor development, and TEI. Mediation analysis was conducted using path analysis. SE development was significantly associated with nighttime sleep duration even when adjusted for confounders (β = 0.223; 95% CI: 0.001, 0.004 and β = 0.168; 0.0003, 0.003; respectively). Sleep quality was not significantly associated with SE development, and the weight did not explain the associations between sleep and SE development. This study supports that sleep duration is directly associated with SE development in toddlers. From a public health perspective, sleep duration should be prioritized in intervention programs to improve socio-emotional development early in life.

Using Mixed Reality to Support Inclusive Teaching Strategies in General and Special Education Preparation Programs

Preparing teacher candidates to provide learning strategies that support the differentiated needs of students should be at the forefront of all educator preparation programs (EPPs). Teacher candidates must become fluid in providing strategies that promote students’ individualized academic and social–emotional growth as well as strategies that support effective collaboration to enhance student productivity across the school environment. This pilot study explored the use of mixed reality (e.g., Mursion) as a tool to support pre-service general and special education teacher preparation and improvement of self-efficacy related to student engagement and instructional strategies. This study collected data on teacher candidates’ pre-/post-self-efficacy and participant self-reflections from an EPP in the United States. The results of this study yielded ideas as to how EPPs can better support teacher candidate preparation using a mixed-reality platform, as data revealed participant increase in self-efficacy and gains in the use of student engagement and instructional strategies that supported the use of evidence-based and high-leverage practices.

Pengaruh Pola Asuh Orang Tua Terhadap Perkembangan Sosial Emosional dan Motivasi Belajar Siswa di Sekolah Dasar

Parents are the first environment to influence the process of children's growth and development, especially social-emotional development. Therefore, parenting style is closely related to child development because the parents spend the most time with children. The aim of this research is to ascertain how childcare practices are related to learning motivation and social-emotional development. This research was conducted at SDN Ciganjur 02 Pagi using associative quantitative methods and data collection procedures in the form of observation, surveys, and documentation. 64 grade II students at SDN Ciganjur 02 Pagi became the research sample. Data processing in this study using the t-test. The results of the study show that there is a relationship between the principles of parenting with social social-emotional growth. Thus, parents significantly influence the socio-emotional development of elementary school students to encourage learning motivation.

“Connecting to themselves and the world”: Engaging young children in read-alouds with social-emotional learning

As educators, we anticipated the social-emotional learning (SEL) of the children from the neighboring community would be greatly impacted due to the lack of social interaction necessary for human development during COVID. As literacy experts, we thought we could support these children through read-alouds focused on SEL. Our goal was to provide children the opportunity to participate in read-alouds of multicultural texts that incorporated SEL content and measured changes in their SEL development and vocabulary. We utilized the Collaborative for Academic, Social, and Emotional Learning (CASEL) framework, which categorizes SEL into five competencies or domains, and Culturally Sustaining Pedagogy to guide our research. We used a convergent parallel mixedmethod design in this pilot study in which 20 children from a community afterschool center and three adult volunteers participated. We found no statistical significance between administrations in children’s SEL as measured by the SEL web-based assessment, yet there was a statistically significant difference in SEL vocabulary scores between administrations. Supporting vocabulary scores, we identified four major themes: instructional practices, development of social-emotional learning, volunteers’ personal highlights, and challenges. This study has the potential to impact curriculum used in school and afterschool programs and could possibly make a positive impact on both socialemotional growth and vocabulary.

Impact of Digital Media on Social-Emotional Development in Early Childhood: A Case Study at TK Kartika XX-46 Kendari

This qualitative study explores digital media's impact on children's social-emotional development at TK Kartika XX-46 Kendari, particularly emphasizing its educational utility and influence on educators' motivation and teaching efficacy. Employing a multi-phase approach involving planning, implementation, and assessment, the research reveals that digital media positively affects children’s social-emotional growth, as evident through heightened enthusiasm and positive behaviors like empathy. The study also discovered an enhancement in educators' motivation and diversification in teaching methods. Initial limitations, such as low digital literacy among teachers and insufficient infrastructure, have been progressively mitigated through concerted efforts involving multiple stakeholders. In a broader context, these findings offer valuable implications for educational practices and public policy by laying the groundwork for future research to refine pedagogical strategies. The study's limitations include its restricted scope, which is confined to one educational institution. Future studies should investigate varied educational settings and examine the complex effects of different digital platforms on children's social-emotional development.

Effects of Excessive Screen Time on Child Development: An Updated Review and Strategies for Management.

Children's heavy reliance on screen media has raised serious public health issues since it might harm their cognitive, linguistic, and social-emotional growth. This study examines the effects of screen time on many developmental domains and covers management and limitation techniques for kids' screen usage. Screen media has a wide range of cognitive consequences, with both beneficial and detrimental effects noted. Screens can improve education and learning; however, too much time spent in front of a screen and multitasking with other media has been related to worse executive functioning and academic performance. As screen time reduces the amount and quality of interactions between children and their caregivers, it can also have an impact on language development. Contextual elements like co-viewing and topic appropriateness are key in determining how language development is impacted. Additionally, excessive screen usage has detrimental effects on social and emotional growth, including a rise in the likelihood of obesity, sleep disorders, and mental health conditions including depression and anxiety. It can obstruct the ability to interpret emotions, fuel aggressive conduct, and harm one's psychological health in general. Setting boundaries, utilizing parental controls, and demonstrating good screen behavior are all techniques that parents may use to manage children's screen usage. We can reduce the possible negative impacts of excessive screen time and promote children's healthy development and well-being by increasing knowledge and encouraging alternative activities that stimulate development.

Effect of Parents Involvement at Early Childhood Education in Government Schools of Peshawar

The cognitive, social, and emotional growth of children are all improved when their parents are actively concerned in their early education. The purpose of this research is to examine how parental participation influences children's academic and social-emotional growth in public preschools. Peshawar parents who sent their kids to public school were surveyed using a quantitative methodology that have a questionnaire. The results show that children's academic achievement and social-emotional development benefit from parents' participation in early childhood education. Families in Peshawar who have children enrolled in school are the subjects of the research. Participants were chosen using a convenience sampling method, and there were a total of 476 people in the study's sample. Researchers concluded that public schools should do more to involve parents in their children's early learning.

Reimagining summer school: Science and engineering enrichment for middle school students in the wake of COVID-19

The COVID-19 global pandemic significantly impacted both the academic and social and emotional development of middle school students. This article describes the benefits of implementing an interdisciplinary, project-based summer school program to support middle school students as they adapted to in-person learning after school closures due to the global pandemic. Findings show that participation in the summer program contributed to students’ engagement and interest in science and engineering activities and their social-emotional growth through peer collaboration and relational mentor support.

Identification of nutritional status and incidence of sleep disturbance in children aged 6-23 months living in areas prone to flooding and landslide

Disaster can cause several major problems such as food availability (quantity and quality) and mental illness especially in vulnerable group like children, women and the elderly, which in turn will cause disruption to the quality of sleep. Availability of food in good quantity and quality as well as sleep comfort are important factors that cannot be underestimated, especially for children who are still in their first 1000 days of life, because this stage is the golden stage of physical, cognitive, and social-emotional growth and development and would impact their quality of life in the future. Based on that matter, in this paper we will discuss the impact of floods and landslides in Agam Regency, West Sumatra on nutritional status and sleep disturbance in children aged 6-23 months. Sampling was done by consecutive sampling. The children were then asked by their parents to fill out the BISQ (Brief Infant Sleep Questionnaire) questionnaire for ages 6 months to 23 months There were 32,1 % of the infants experienced sleep disturbances. Furthermore, our analysis of nutritional status revealed that of 35,7 % those with nutritional disorders is from the areas prone to flooding and landslides.

Friends Beyond Measure by Lalena Fisher

Reviewed by: Friends Beyond Measure by Lalena Fisher Kate Quealy-Gainer, Editor Fisher, Lalena Friends Beyond Measure; written and illus. by Lalena Fisher. Harper, 2023 [40p] Trade ed. ISBN 9780063210523 $18.99 Reviewed from digital galleys R Gr. 1- 3 Harwin and Ana are best pals, and the first half of this cleverly educational picture book gives readers mathematical and visual proof, starting with a Venn diagram that shows the girls’ cross section of interests to include puppies, drawing, graphic novels and digging in the dirt. A proportional area chart compares time spent doing various activities (building fairy houses, attempting to dress up their dogs, eating quesadillas, etc.) and a coordinate chart and pictochart lay out each girl’s various skills. More infographics track their friendship, and when Ana tells Harwin she’s moving, various diagrams help Harwin sort through her feelings: a bar graph shows what emotion she is having and in what amount (a lot of shock, some excitement), and a flow chart sorts through the possible results of hiding in Ana’s suitcase (none are great). Giving visual context to a common childhood experience opens the book up for lessons on both math and social-emotional growth, making it a double whammy for classroom use. A closing note reviews the various graphics used. Copyright © 2022 The Board of Trustees of the University of Illinois

Teacher Training and Professional Development in Special Education: Assessing the impact of professional development programs on teacher effectiveness and student outcomes

Teacher training and professional development programs are crucial components in improving the effectiveness of special education teachers and enhancing student outcomes. This literature review focuses on the effects of professional development activities in special education, specifically on the ways in which these initiatives have impacted teacher practises, attitudes, and knowledge, as well as on the academic and social-emotional growth of students. Methods of professional development such as workshops, coaching, online courses, and online learning communities are all dissected in this review. It also examines the programme design, support mechanisms, and school administration that contribute to the success of these initiatives. The report also gives recommendations for future study and practice in the subject of special education, and it discusses the difficulties of implementing effective professional development efforts. The results show the potential benefits of ongoing, evidence-based professional development for special education teachers and their children.

Validity and reliability of the Persian version of greenspan social-emotional growth chart.

The estimated prevalence of mental health disorders in children and adolescents is between 10% and 20%. Furthermore, a quarter of very premature infants exhibit socioemotional delays in infancy and childhood. The objective of this study was to determine the validity and reliability of Greenspan social-emotional growth chart (GSEGC) in Persian children aged 1-42 months. After translation procedures, the face validity, content validity, construct validity, test-retest reliability, and internal consistency of the GSEGC questionnaire were evaluated. The quality of translating items was obtained using the suggestions of the research group. The face validity of the GSEGC was performed by interviewing with 10 mothers in the target group. To evaluate content validity quantitatively, content validity ratio (CVR) and content validity index (CVI) were used after reviewing the face and content validity and pilot study, 264 parents of children aged 1-42 months completed the GSEGC questionnaire to assess the construct validity and internal consistency. In order to determine the test-retest reliability, after 2 weeks, 18 parents completed the questionnaire again. Eleven questions were changed according to the interviews (questions 1-6, 9-11, and 15-16). The lowest CVR was related to items 30 and 20 (0.636), and other items had an acceptable CVR. The lowest CVI value was related to item 1 of clarity and simplicity (0.818), and other items had an acceptable CVI. Intra-class correlation coefficient was 0.988 for all items of questionnaire. Furthermore, Cronbach's alpha coefficient was 0.952 for all items. In factor analysis, two factors were extracted from the items in questionnaire. The Persian version of GSEGC questionnaire has acceptable face, content and, constructs validity, test-retest reliability and high internal consistency in the target population. Therefore, the Persian version of the GSEGC can be used as a tool to assess 1-42 months sensory processing and socio-emotional development.

Universal Design Principles for Multimodal Representation in Literacy Activities for Preschoolers

The article demonstrates how to use the multimodal and multisensory representation principle of Universal Design for Learning (UDL) to increase access to storybook reading for diverse groups of preschoolers with extensive support needs (ESN). Storybook reading is an essential part of instruction in early childhood education. Utilizing UDL-inspired book boxes, children of all ability levels can partake in the activity in a meaningful manner. Multimodal representation, such as use of tangible or abstract items (e.g.: photos, miniatures, real items) or sensory experiences (e.g.: essential oils, food items, braille, physical movement) allow children to engage with stories in an enhanced manner. Book boxes can assist in developing concepts related to social emotional growth, social skills, functional living skills, environmental concepts, and vocabulary presented in books.

Early Childhood Educators: The Forgotten Tier

Early childhood educators are often overworked, underpaid, stressed, and at risk for burnout (Wells, 2015). In addition to teaching early academic skills, early childhood educators are also tasked with teaching and supporting students’ social-emotional learning (SEL) in the classroom. Given the aforementioned limitations, it is imperative to examine how the social-emotional needs of early childhood educators are supported as they implement and sustain SEL. Multi-Tiered Systems of Support (MTSS) are often implemented to promote SEL and meet the social-emotional needs of young children; however, MTSS is only effective if all components are implemented with fidelity. In contrast to school-aged MTSS, where there are often several stakeholders involved, the implementation of MTSS often falls on early childhood educators, as mental health consultants are not readily available or affordable to early childhood centers. Given the heavy load placed upon early childhood educators, it is critical to shift the focus of MTSS to include the social-emotional needs of the teacher. We argue that teachers’ social-emotional needs should be considered and supported within MTSS to prevent burnout and promote the fidelity of SEL programs. Teacher focused interventions such as mindfulness (Chin et al., 2019) and the Circle of Security (Cooper et al., 2017; Gray, 2015) may increase teacher’s feelings of well-being, reduce teacher stress and burnout, increase positive teacher-child interactions, and, therefore increase the effectiveness of the MTSS process. Ultimately, by supporting the social-emotional growth of early childhood educators, we are building their capacity to effectively support the SEL of young children.

SEEMe Therapeutic Playgroup for Parent-Child Interaction and Social-Emotional Growth: Effectiveness and Feasibility for Early Intervention

Abstract Date Presented 03/31/2022 Therapeutic playgroups have potential to benefit families and children enrolled in early intervention. Results indicate improvements in parent efficacy and parent-child interaction (affection and responsiveness) after participation. Parents and providers report improvements in engagement and social interaction. This session explores the role of the OT in therapeutic playgroup teaming and the importance of the play environment to support positive parenting strategies. Primary Author and Speaker: Sarah Fabrizi

VALIDITY AND RELIABILITY STUDY OF THE GREENSPAN SOCIAL EMOTIONAL GROWTH CHART (GSEGC) FOR INFANTS AGED 24-30 MONTHS

This study aimed to conduct the Turkish adaptation of the GSEGC (Greenspan Social Emotional Growth Chart) for 24-30 month-old infants and assess its’ validity-reliability. GSEGC was developed by Greenspan (2004) as a screening tool for 0-42 months aged children in order to inspect the social-emotional functions. The sample consisted of 240 mothers who were residing in city center of Kayseri and had 24–30 months old children. Regarding the validity studies of the assessment tool, the language validity was checked, content validity was carried out by submitting it to the opinion of seven experts. In order to test the difference between the scores obtained from the assessment tool in the month ranges within the scope of construct validity, the infants were divided into groups of; 24-25, 26-27, 28-30 months. Ankara Developmental Screening Inventory was used for criterion validity. The analysis revealed significant difference in months. In order to assess whether or not the assessment tool yielded consistent time-dependent results, the tool was administered to 28 children again with 1.5-2 weeks interval and statistically significant, positive correlation was found. It has been concluded that the GSEGC is a valid-reliable assessment tool for evaluating social-emotional growth of 24-30 months aged Turkish infants.