Socioemotional Development Research Articles

The Dark Side of Multimedia Devices: Negative Consequences for Socioemotional Development in Early Childhood.

There is growing concern about the relationship between screen use by young children and negative effects on their development, as children with developmental and socioemotional impairments tend to have difficulties in their relationships and increased academic problems. The aim of our study was to analyse the relationship between the use of multimedia devices and paediatric symptoms in children below 5 years old. Data from 534 Portuguese parents of children aged from 18 to 57 months were collected via a self-report questionnaire. Children's daily exposure to multimedia devices was nearly 2 h per day. Paediatric symptoms were positively associated with watching television and screen time and negatively associated with parents' working hours. Touchscreen use was more frequent among girls and older children. Parents' working hours comprised the most significant predictor of paediatric symptoms. Our findings reinforce past findings on the adverse links between the use of multimedia devices and paediatric symptoms and also highlight the influence of other variables like the child's age and gender, as well as parental factors. The need to both create a more comprehensive framework regarding the long-term effects of multimedia device use and delineate effective strategies for prevention and intervention with parents and children is discussed.

Cooperation between school and parents of SLI children

Starting school is a significant turn-point in the life of every child, especially so for children with speech-linguistic impairments (SLI) and their parents. The cooperation between the parents and the teacher heavily influences school attainments of such children. This, of course, means that constant help of professional speech therapists is also necessary in order to eliminate or reduce maximally the consequences of the detected disorders. School attainment of these students is largely determined by their speech-linguistic development and particular impairments. Hence this paper focuses on basic manifestations of the most common disorders and, in the same context, on the duties of the teacher in relation to the parents of the SLI children. It is necessary that the teacher achieve a continuous cooperation with the parents in order to enable the SLI students to integrate into school environment as fully as possible. Suggested are some measures for improving the quality of teacher-parent relations which can stimulate the progress and development of the SLI students, especially in the sphere of their socio-emotional development. This includes the development of their emotional stability, sense of security, acceptance and satisfaction.

Are children with early literacy difficulties at risk for anxiety disorders in late childhood?

The present study examined whether literacy difficulties in both grades 2 and 3 are associated with social and generalized anxiety within the school environment in grade 5 and if children with different literacy difficulties differ in anxiety levels compared to typically developing children in grade 5 after controlling for inattention. Sixty-nine Greek children with literacy difficulties and fifty-two children with typical literacy development were assessed at the beginning of grade 2 and at the end of grade 3 on standardized literacy measures (reading accuracy, text-reading fluency, reading comprehension, and spelling). In grade 5, teachers were asked to rate their children’s social and generalized anxiety levels and inattentive behavior in the school context. Results of one-way ANCOVAs showed that children with literacy difficulties were experiencing more social anxiety than typically developing children. Furthermore, children with both reading and spelling difficulties, but not those with single reading or spelling difficulties, had more social anxiety. These findings suggest that there is a close connection between early literacy difficulties and social anxiety in upper elementary grades and particularly among children with both reading and spelling difficulties. Implications for both teachers and other professionals who support children’s socioemotional development will be discussed.

Dynamic patterns of affect-biased attention in children and its relationship with parenting

Affect-biased attention is an important predictive factor of children’s early socio-emotional development, possibly shaped by the family environment. Our study aimed to reveal children’s temporal dynamic patterns of affect-biased attention by looking at time series of attention to emotional faces, individual differences in temporal dynamics, and their relations with parenting practices. Sixty Chinese children (27 girls; mean age: 7.92 ± 1.09 years) viewed emotional–neutral face pairs (angry, sad, and happy) for 3,000 ms while their eye movements were recorded. First, results showed that overall looking time rather than manual reaction time revealed affect-biased attention: children looked more at angry and happy faces than neutral faces, although they looked at sad and neutral faces approximately the same amount of time. Temporal course analysis revealed further differences in visual attention to emotional faces: attention bias to emotional faces emerged early after the stimuli onset (before 400 ms), even for sad faces. This bias did not hold for the entire stimulus presentation time, and only the attention bias to happy faces appeared again in the later period. Second, we applied a data-driven cluster approach to the time series of attention to emotional faces and revealed three subgroups of dynamic affect-biased attention. Finally, the machine learning method revealed that positive parenting was related to the temporal dynamic patterns of children’s attention to sad faces.

The Values in Perspective Comprehensive Sex Education Program: Experiences of Black Youth

Limited research is available on the acceptability of comprehensive sex education for economically marginalized Black youth. The current evaluation study collected quantitative self-report data from 109 high-school-aged predominately Black or African American economically marginalized youth after completing a comprehensive sex education program. Youth reported positive experiences with the program, improvement in socioemotional skill development, and increases in sexual risk avoidance behavior. Youth report of quality of experience predicted youth sexual risk avoidance. These findings serve as evidence for tailoring comprehensive sex education programs to youth demographic variables.

Trajectories of Early Childhood Skill Development and Maternal Mental Health.

We investigate the impacts of a perinatal psychosocial intervention on trajectories of maternal mental health and child skills, from birth to age 3. We find improved maternal mental health and functioning (0.17 to 0.29 SD), modest but imprecisely estimated improvements in parenting (0.07 to 0.11 SD), and transitory improvements in child socioemotional development (0.06 to 0.39 SD). The intervention had negligible influence on physical health and cognition. Estimates of a skill production function reveal the intervention attenuated the negative association between maternal depression and child outcomes, and narrowed outcome gaps between mothers who were and were not depressed in pregnancy.

Influence of play-based learning on socio-emotional development among early childhood children in Afijio Local Government Area of Oyo State, Nigeria

With two key objectives, this study delves into the impact of play-based learning programs on the socio-emotional development of early childhood children in Afijio Local Government Area, Oyo State, Nigeria. Firstly, it examines whether these programs affect socio-emotional development differently based on gender. Secondly, it investigates how school type, whether private or public, influences the effectiveness of play-based learning on socio-emotional development within this region. This study employs a non-randomized quasi-experimental design. The study engaged 132 early childhood children aged 3-5 years from two schools in the area. An Emotional Regulatory Skill Test (ERST) was designed and demonstrated strong reliability (α = 0.84) and content validity. Results revealed that play-based learning programs are intentionally designed for gender-neutral effectiveness, promoting inclusivity and equality. A significant effect of play-based learning programs on socio-emotional development based on school type was found, with private schools providing enriched environments and public schools leveraging diversity for growth. These findings underscore the transformative potential of play-based learning in fostering inclusive socio-emotional development among early childhood children, advocating for gender-equitable programs, and suggesting allocating additional resources to public schools for enriched play-based experiences. Ultimately, the study offers a vision of a harmonious future where socio-emotional development knows no gender boundaries, and every child thrives, regardless of school type.

The Role of Human Milk Oligosaccharides in Myelination, Socio-Emotional and Language Development: Observational Data from Breast-Fed Infants in the United States of America.

Infancy is a critical period for neurodevelopment, which includes myelination, synaptogenesis, synaptic pruning, and the development of motor, social-emotional, and cognitive functions. Human milk provides essential nutrients to the infant's developing brain, especially during the first postnatal months. Human milk oligosaccharides (HMOs) are a major component of human milk, and there is growing evidence of the association of individual HMOs with cognitive development in early life. However, to our knowledge, no study has explained these associations with a mechanism of action. Here, we investigated possible mediating associations between HMOs in human milk, brain myelination (measured via myelin water fraction), and measures of motor, language (collected via the Bayley Scales of Infant and Toddler Development (Bayley-III)), and socioemotional development (collected via the Ages and Stages Questionnaire: Social-Emotional Version (ASQ-SE)) in healthy term-born breast-fed infants. The results revealed an association between 6'Sialyllactose and social skills that was mediated by myelination. Furthermore, associations of fucosylated HMOs with language outcomes were observed that were not mediated by myelination. These observations indicate the roles of specific HMOs in neurodevelopment and associated functional outcomes, such as social-emotional function and language development.

FASE DAN TUGAS PERKEMBANGAN SOSIO-EMOSIONAL ANAK SEKOLAH DASAR

The aim of this research is to determine the phases and factors that influence children's socio-emotional development tasks at the age of 6-11 years. This research is a type of literature study research where the sources of information in this research are obtained from various sources such as books, journals and relevant articles. The results of this research show that socio-emotional development is an important aspect in child development. Several factors influence the development of children's socio-emotional tasks at this age, including social interaction, adaptation, compliance with social norms, maturation and learning experiences and relationships with adults around the child. This needs to be considered because social and emotional intelligence is a key element in children's development, including the ability to recognize other people's feelings, interact well, manage emotions and motivate oneself. These are important aspects that help children overcome their developmental tasks and shape their character

Factors Influencing The Social-Emotional Development of Children And Adolescents: A Study Systematic Literature Review

Adolescence brings about major changes that are intertwined in all domains of development, not only in the physical dimension but also in social-emotional development. This study aims to analyze the factors that influence the social-emotional development of children and adolescents. This study used a systematic literature review method. The analysis used was the Preferred Reporting Item for Systematic Review and Meta-Analytic (PRISMA) method. After scanning titles, abstracts and inclusion criteria, 575 journals were analyzed. Some findings were excluded because they did not meet the criteria, so the number of journals included in the discussion totaled 38 articles. The results showed that factors influencing socio-emotional development were grouped into six factors, namely socio-economic characteristics, mother-child interactions, risky behavior and device use, parental psychological conditions, attachment and parenting, and school learning programs. Suggestions that can be given are improving the psychological well-being of mothers, maintaining and increasing positive interactions between mothers and adolescents, parents have attachment and conduct positive parenting, adolescents have the ability to recognize and manage emotions.

Проблема психологического и эмоционального благополучия детей и жизнестойкости их родителей в современных зарубежных исследованиях

<p style="text-align: justify;">The article presents an overview of a number of modern foreign studies on psychological and emotional well-being of children and relationship between their emotional well-being and the resilience of their parents in the interval from 2018 till 2023 which was a difficult life period for many families. An attempt was made to analyze various approaches of foreign researchers to understanding the problem of psychological well-being and its difference from emotional well-being. The article emphasizes similarity in foreign scholars’ understanding of the concept of "emotional well-being" and the concepts of: "socio-emotional well-being", "socio-emotional development", "socio-emotional competence / skills". The practical relevance of the research is described as efficient in the programs for psychoprophylaxis of emotional distress in children. Some studies of the emotional development of children and its disorders in connection with the peculiarities of parenthood, family resilience, with the personal characteristics of parents and their resilience (parental resilience) are presented. The model describes parental resilience developed by in the context of the emotional well-being of children.</p>

Bibliometric Analysis of Early Childhood Education Studies on The Theme of Robotic Coding From A Developmental Perspective

This study aims to analyse the reflections on robotic coding for early childhood and scanned in the Web of Sciences (WOS) database from a developmental perspective. The method of the research is bibliometric research from qualitative research designs. In this context, 70 academic publications scanned in the WOS database within the framework of the criteria determined by the researchers and dealing with robotic coding in early childhood constitute the research data sources. According to the findings obtained, 45 studies were carried out as quantitative, 11 as qualitative, 11 as mixed design, and three as design-based research. The results reveal that the activities carried out with robotic coding contribute to children's cognitive, language and socio-emotional development, as well as their computational thinking skills, collaborative working skills, analytical thinking skills, problem-solving skills and mathematics skills. However, adverse effects such as children's technology literacy and teachers' inadequacies in using robotic coding tools were also observed.

Maternal adverse childhood experiences on child growth and development in rural Pakistan: An observational cohort study.

Maternal adverse childhood experiences (ACEs) have significant impacts on the next generation with links to negative birth outcomes, impaired cognitive development, and increased socioemotional problems in children. However, not all types or levels of adversity are similarly deleterious and research from diverse contexts is needed to better understand why and how intergenerational transmission of adversity occurs. We examined the role of maternal ACEs on children's growth, cognitive, and socioemotional development at 36 months postpartum in rural Pakistan. We used data from 877 mother-child dyads in the Bachpan Cohort, a birth cohort study. Maternal ACEs were captured using an adapted version of the ACE-International Questionnaire. Outcomes at 36 months of age included child growth using the WHO growth z-scores, fine motor and receptive language development assessed with the Bayley Scales of Infant and Toddler Development, and socioemotional and behavioral development measured with the Ages and Stages Questionnaire: Socioemotional and Strengths and Difficulties Questionnaire. To estimate the associations between maternal ACEs and child outcomes, we used multivariable generalized linear models with inverse probability weights to account for sampling and loss to follow-up. Over half of mothers in our sample (58%) experienced at least one ACE. Emotional abuse, physical abuse, and emotional neglect were the most commonly reported ACEs. We found null relationships between the number of maternal ACEs and child growth. Maternal ACEs were associated with higher fine motor and receptive language development and worse socioemotional and behavioral outcomes. Maternal ACE domains had similarly varying relationships with child outcomes. Our findings highlight the complexity of intergenerational associations between maternal ACEs and children's growth and development. Further work is necessary to examine these relationships across cultural contexts and identify moderating factors to mitigate potential negative intergenerational effects.

Long-Term Effects of Maternal Depression during Postpartum and Early Parenthood Period on Child Socioemotional Development.

Most research on the impact of maternal depressive symptoms on child development is conducted during the first year postpartum. Findings on long-term effects of maternal depression are still contradictory and underexplored. The present study investigates the long-term impact of maternal depression during the postpartum and early parenthood periods on child behavioral problems at the mean age of 2.25 years. The Edinburgh postnatal depression scale and Beck depression Inventory were used to assess postpartum and early parenthood depression, respectively. The Child Behavior Checklist was used to examine child's behavioral problems. The regression analysis showed statistically significant associations between child behavioral problems and maternal depression during early parenthood and no significant associations with postpartum depression. Four maternal depressive symptoms' trajectories were identified: consistently low, consistently high, decreased, and increased. The children of mothers with consistently high depressive symptoms at both research stages had the most significant total, internalizing, and externalizing problems. Children of mothers whose depressive symptoms decreased over time had the lowest scores in all three domains of behavioral problems. It is extremely important to implement programs for screening and early intervention for maternal mental health problems that could greatly influence the well-being of women and their children's development.

Longitudinal Associations Between Pet Relationship Quality and Socio-Emotional Functioning in Early Adolescence.

Adolescence is a key developmental period for socio-emotional skills, and companion animal relationships may be one potential source of emotional support and resilience during this time. This study used longitudinal data from 940 pet-owning adolescents, collected over four time points, from youth in the Northeastern United States. We assessed whether pet relationship quality (indexed by relationship satisfaction, companionship, and emotional disclosure) predicted trajectories of loneliness, social anxiety, and depression. Results indicated that high satisfaction with a pet relationship was associated with more favorable trajectories, but companionship (i.e., regarding frequency of interacting with the pet) was not related significantly to socio-emotional functioning. High levels of disclosure to a pet were linked with less favorable trajectories for loneliness and depression, but not related to social anxiety. These results suggest that a pet relationship can, in some cases, be associated positively with socio-emotional development, but that there is significant complexity in these associations. Families, educators, and practitioners should take a nuanced approach to understanding individual adolescent-pet relationships as a contextual asset for specific youth.

Distributional effects of parental time investments on children's socioemotional skills and nutritional health.

Parental behavior is paramount to child health and skill formation, explaining a significant portion of differences in developmental outcomes. However, little is known regarding the distributional effects of parental time allocation at different levels of children's outcomes. I use a national administrative dataset of Chilean pre-school students to the estimate production functions for socioemotional development and body mass index z-scores at every decile of the distribution at baseline. Modest average effects conceal significant heterogeneity on the returns to parental time investments. Children in the bottom of the socioemotional development distribution could gain up to 0.4 standard deviations for a one standard deviation increase in time investments. A similar increase can lead to a reduction of 0.8 standard deviations in body mass index among severely obese students. Evidence reveals that children with high developmental scores are unlikely to benefit from additional parenting time.

The Influence of Pandemic-Related Worries During Pregnancy on Child Development at 12 Months.

The COVID-19 pandemic has been linked to increased risk for perinatal anxiety and depression among parents, as well as negative consequences for child development. Less is known about how worries arising from the pandemic during pregnancy are related to later child development, nor if resilience factors buffer negative consequences. The current study addresses this question in a prospective longitudinal design. Data was collected from a sub-study (n = 184) of a longitudinal study of pregnant individuals (total n = 1173). During pregnancy (April 17-July 8, 2020) and the early postpartum period (August 11, 2020-March 2, 2021), participants completed online surveys. At 12months postpartum (June 17, 2021-March 23, 2022), participants completed online surveys and a virtual laboratory visit, which included parent-child interaction tasks. We found more pregnancy-specific pandemic worries were prospectively related to lower levels of child socioemotional development based on parent report (B = - 1.13, SE = .43, p = .007) and observer ratings (B = - 0.13, SE = .07, p = .045), but not to parent-reported general developmental milestones. Parental emotion regulation in the early postpartum period moderated the association between pregnancy-specific pandemic worries and child socioemotional development such that pregnancy-specific pandemic worries did not relate to worse child socioemotional development among parents with high (B = - .02, SE = .10, t = - .14, p = .89) levels of emotion regulation. Findings suggest the negative consequences of parental worry and distress during pregnancy on the early socioemotional development of children in the context of the COVID-19 pandemic. Results highlight that parental emotion regulation may represent a target for intervention to promote parental resilience and support optimized child development.

Maternal anxiety during pregnancy predicts infant attention to affective faces

BackgroundPrenatal maternal anxiety is a known influence on offspring development. General anxiety and pregnancy-related anxiety (a distinct type of anxiety encompassing fears associated with pregnancy) are associated with offspring socioemotional development, with potential consequences for later emotional and behavioral problems. This study examines whether maternal pregnancy-related and general anxiety relate to infant attention to affective faces, a process which plays an integral role in early socioemotional development. MethodsParticipants included 86 mothers and their 6-month-old infants (56.3 % female). Mothers completed measures of pregnancy-related and general anxiety three times through gestation. Infants' attention to affective faces was assessed with an eye-tracking task during which a series of face pairs were presented (happy, angry, or sad face paired with a neutral face). Overall attention measures included attention-holding (total looking time) and attention-orienting (latency to faces); affect-biased attention measures included proportion of total looking time to emotional faces and latency difference score. ResultsHigher maternal pregnancy-related anxiety across gestation predicted decreased infant attention-holding to affective faces [F(1,80) = 7.232, p = .009, partial η2 = 0.083]. No differences were found in infant attention-orienting or affect-biased attention. LimitationsReliance on a correlational study design precludes the ability to make causal inferences. ConclusionsMaternal pregnancy-related anxiety is an important predictor of child outcomes. We provide novel evidence that pregnancy-related anxiety predicts infant attention to emotional faces, behaviors which have important implications for socioemotional development. Providers may consider pregnancy-related anxiety as a target for screening and treatment that may benefit both pregnant individual and offspring.

Gadget Addicted Phenomenon In Elementary School Children: Challenges Or Opportunities In Learning?

Gadget addiction is characterized by a person's inability to part with the gadget they have. One type of gadget that is used quite massively is the Android mobile phone. The use of mobile phones with all their advanced features has created a new phenomenon at the age of elementary school children called gadget addiction. The number of students who experience this addiction is increasing day by day. Based on this phenomenon, it is necessary to conduct research to find out whether the gadget addiction phenomenon is a challenge or opportunity in learning. This research was designed in the form of library research. The study material in this research is the publication of scientific articles found in national and international journals. The results of the study show that the uncontrolled use of mobile phones on the one hand is a threat, but on the other hand it can actually be used as a support for learning activities. The negative side of uncontrolled use of mobile phones can interfere with mental development, socio-emotional development and can even interfere with students' intellectual development. The positive side of using mobile phones in elementary school-age children is a great opportunity that teachers can use as Android-based learning media. Students who are used to using Android mobile phones are no longer stuttering with technology. Teachers can design educational games based on Android so they don't only access entertainment content on their gadgets. Through educational games students learn more easily so that their enthusiasm for learning increases. Educational games can be developed especially for subjects that have been considered difficult by students such as mathematics. Mobile phones can also be used as a source of knowledge so that students can explore knowledge independently.

Exploring the Influence of Socioeconomic Factors on Aggressive Behavior Among Higher Secondary Students: A Literature Review

This review paper critically examines the relationship between socio-economic status (SES) and aggressive behavior among students. Adolescence is a critical period for socio-emotional development, and understanding the influence of socio-economic factors on aggressive behavior during this stage is of paramount importance. This paper synthesizes existing research literature to analyze the complex interplay between SES and aggressive behaviors among students in higher secondary education. The review highlights key findings, theoretical frameworks, methodological considerations, and implications for educators, policymakers, and researchers.