scholarly journals Culture as a Tool for School Improvement: The Case of Children’s Socialisation Centres

2018 ◽  
Vol 15 (1) ◽  
pp. 70-77
Author(s):  
Simona Bieliune
Keyword(s):  
School Culture ◽  
School Improvement ◽  
School Effectiveness ◽  
Open Systems ◽  
Competing Values Framework ◽  
Educational Effectiveness ◽  
Competing Values ◽  
Social And Emotional Development ◽  
Four Dimensions ◽  
Social And Emotional

Abstract The concern for delinquent children’s social and emotional development in closed institutions is a significant topic in educational research. This shows the need to improve the existing re-socialisation practice. Despite the fact that school effectiveness and school improvement researches theoretically have different general purposes and value bases, educational effectiveness and improvement paradigm involves both trends, which are combined by the same aspects: scientific approach and empirical data based on educational settings; knowledge of how to improve the school practice; and use of this knowledge for social purposes. In this context, the concept of the school culture is one of the main variables that allow us to answer how to address the needs of all children and improve their academic or social outcomes. The aim of this article is to illustrate the cultural characteristics of children’s socialisation centres as specific schools and to identify the guidelines for improving their performance. The mission of children’s socialisation centres is to re-socialise delinquent behaviour of children and to help them to integrate into the society. Quantitative data for measuring the school culture is obtained from the survey that was conducted using the School Culture Inventory (Maslowski, 2001). This instrument is based on the Competing Values Framework (Cameron, Quinn, 2011) consisting of four dimensions, which are labelled by human relations, open systems, rational goal and internal process orientation. The theoretical value of the survey is the analysis of school culture in terms of successful re-socialisation. The cultural profiles of these schools showed the priorities that require practical changes.

The Value of Play for Social and Emotional Development and Academic Learning

2008 ◽  
Author(s):  
Gerald E. Sroufe ◽  
Delyne Hicks ◽  
Susanne A. Denham ◽  
Anthony Pellegrini ◽  
Kathleen Roskos
Keyword(s):  
Emotional Development ◽  
Academic Learning ◽  
Social And Emotional Development ◽  
Social And Emotional

It Is More Than Language

2020 ◽  
pp. 79-98
Author(s):  
Dianne Toe ◽  
Louise Paatsch ◽  
Amy Szarkowski
Keyword(s):  
Specific Area ◽  
Cooperative Interaction ◽  
Social And Emotional Development ◽  
Children And Young People ◽  
Social And Emotional ◽  
The Social ◽  
Pragmatic Skills ◽  
Social Use ◽  
The Impact ◽  
Shed Light

Deaf and hard-of-hearing (DHH) children who use spoken language face unique challenges when communicating with others who have typical hearing, particularly their peers. In such contexts, the social use of language has been recognized as an area of vulnerability among individuals in this population and has become a focus for research and intervention. The development of pragmatic skills intersects with many aspects of child development, including emotional intelligence and executive function, as well as social and emotional development. While all these areas are important, they are beyond the scope of this chapter, which highlights the impact of pragmatics on the specific area of cognition. Cognitive pragmatics is broadly defined as the study of the mental processes involved in the understanding of meaning in the context of a cooperative interaction. This chapter explores how DHH children and young people construe meaning in the context of conversations and expository interactions with their peers. The chapter aims to examine the role played by the cognitive processes of making inferences and comprehending implicature, within the overall display of pragmatic skills. Further, the authors use this lens in the analysis of interactions between DHH children and their peers in order to shed light on the development of pragmatic skills in children who are DHH.

Developmental Psychology

2018 ◽  
Author(s):  
Jessica M. Dollar ◽  
Susan D. Calkins
Keyword(s):  
Mental Health ◽  
Interpersonal Relationships ◽  
Social Adjustment ◽  
Developmental Psychology ◽  
Future Research ◽  
Social And Emotional Development ◽  
Social And Emotional ◽  
Social And Emotional Skills ◽  
Developmental Theories ◽  
Age Appropriate

This chapter considers the study of developmental psychology, with a focus on the acquisition of age-appropriate social and emotional skills from infancy through adolescence and its role in child and adolescent mental health and social adjustment. In particular, our goals are to (a) provide a discussion of leading relevant developmental theories; (b) describe important dimensions of social and emotional development from infancy through adolescence at the behavioral and biological levels and within the context of interpersonal relationships; (c) provide a selective review of the associations between emotion regulation abilities, social adjustment, and indicators of early psychopathology; and (d) discuss challenges for future research in the field of developmental psychology, focused on social and emotional research that may inform our understanding of the development of mental health challenges for children and adolescents.

Applying competing values framework to Jordanian hotels

Anatolia ◽  
2021 ◽  
pp. 1-15
Author(s):  
Sultan Nayef Abu Tayeh ◽  
Mairna Hussein Mustafa
Keyword(s):  
Competing Values Framework ◽  
Competing Values

A Systems Approach to Effectiveness in Catholic Elementary Schools: A Replication and Extension

2011 ◽  
Vol 21 (6) ◽  
pp. 789-818 ◽  
Author(s):  
Roxanne M. Mitchell ◽  
C. John Tarter
Keyword(s):  
Student Achievement ◽  
Elementary Schools ◽  
School Performance ◽  
School Effectiveness ◽  
Systems Approach ◽  
Open Systems ◽  
School Outcomes ◽  
Regression Analyses ◽  
Individual Culture ◽  
Systems Model

This study replicated an earlier study conducted by Tarter and Hoy (2004) in which an open systems model was used to test a series of hypotheses that explained elements of school performance. Four internal system elements (structure, individual, culture, and politics) of the school were used to explain two sets of school outcomes (student achievement and teachers’ assessment of overall school effectiveness) in a sample of 110 Catholic elementary schools in one Northeastern city. Correlational and multiple regression analyses were used to test the relationships. The results of this study further confirmed the usefulness of this model in understanding the factors that contribute to quality in elementary schools.

Social and Emotional Development: The Role of Authenticity in the Psychosocial Development of Students With Gifts and Talents

2021 ◽  
Vol 44 (2) ◽  
pp. 111-114
Author(s):  
Tracy L. Cross
Keyword(s):  
Identity Formation ◽  
Psychosocial Development ◽  
Emotional Development ◽  
Well Being ◽  
Social And Emotional Development ◽  
Psychological Well Being ◽  
Social And Emotional ◽  
Development Of Students

This column explores the concept of authenticity in the psychosocial development of students with gifts and talents. The author describes how authenticity is critical to students’ psychological well-being, particularly as it relates to their identity formation.

Exploring toddlers’ rituals of ‘belonging’ through risky play in the outdoor environment

2021 ◽  
pp. 146394912098765
Author(s):  
Helen Little ◽  
Matthew Stapleton
Keyword(s):  
Risk Taking ◽  
Well Being ◽  
Outdoor Environment ◽  
Early Childhood Curriculum ◽  
Social And Emotional Development ◽  
Self Identity ◽  
Social And Emotional ◽  
Curriculum Frameworks ◽  
Risky Play ◽  
Historical Model

The notion of ‘belonging’ is a core component of many early childhood curriculum frameworks and recognises the importance of children’s sociocultural context for their self-identity and well-being. Children’s risk-taking in play has also been the focus of contemporary research in examining its beneficial role for children’s physical, social and emotional development. This study applies diverse disciplinary and theoretical lenses, including Hedegaard’s cultural-historical model and Gibson’s affordance theory, to present a critical and multi-perspective understanding of children’s experience of ‘belonging’ and risky play. The study involved naturalistic observations of 18–26-month-old children’s outdoor play in an environment designed to provide affordances for risky play. The findings suggest that children’s engagement in risky play also supports their sense of belonging through their shared engagement in risky-play experiences.

scholarly journals Can communication with social robots influence how children develop empathy? Best-evidence synthesis

AI & Society ◽  
2021 ◽  
Author(s):  
Ekaterina Pashevich
Keyword(s):  
Emotional Development ◽  
Evidence Synthesis ◽  
Social Robots ◽  
Human Robot Interaction ◽  
Emotional Engagement ◽  
Social And Emotional Development ◽  
Social And Emotional ◽  
Best Evidence Synthesis ◽  
Negative Effect

AbstractSocial robots are gradually entering children’s lives in a period when children learn about social relationships and exercise prosocial behaviors with parents, peers, and teachers. Designed for long-term emotional engagement and to take the roles of friends, teachers, and babysitters, such robots have the potential to influence how children develop empathy. This article presents a review of the literature (2010–2020) in the fields of human–robot interaction (HRI), psychology, neuropsychology, and roboethics, discussing the potential impact of communication with social robots on children’s social and emotional development. The critical analysis of evidence behind these discussions shows that, although robots theoretically have high chances of influencing the development of empathy in children, depending on their design, intensity, and context of use, there is no certainty about the kind of effect they might have. Most of the analyzed studies, which showed the ability of robots to improve empathy levels in children, were not longitudinal, while the studies observing and arguing for the negative effect of robots on children’s empathy were either purely theoretical or dependent on the specific design of the robot and the situation. Therefore, there is a need for studies investigating the effects on children’s social and emotional development of long-term regular and consistent communication with robots of various designs and in different situations.

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