scholarly journals Developing Coping Skills in the Early Years: A Positive Educational Approach

2021 ◽  
pp. 369-393
Author(s):  
Erica Frydenberg ◽  
Jan Deans ◽  
Rachel Liang
Keyword(s):  
Coping Skills ◽  
Early Years ◽  
Social Emotional Development ◽  
Parenting Skills ◽  
Social Emotional ◽  
Educational Approach ◽  
Classroom Activities ◽  
Emotional Outcomes ◽  
Children's Coping ◽  
And Coping

AbstractThere are numerous ways to construe positive education in the early years, particularly as it relates to wellbeing and positive emotional outcomes. The teaching of coping skills provides tools for wellbeing within a positivist framework through emphasising the use of productive coping strategies and reducing the use of unhelpful, non-productive strategies. This chapter provides an example of teaching coping skills in early childhood: the Early Years Coping Project. The project helped young children articulate and understand coping constructs and provided tools to help parents and teachers to assess children’s coping. Visual tools facilitated the development of children’s coping skills in classroom activities. Parents were encouraged to develop their parenting skills and their own coping, utilising the emotion and coping language that is common to them and their children. The parent program was subsequently adapted in a format that was readily communicated to a culturally diverse population, using the generic frameworks and constructs of coping. Coping concepts and constructs have subsequently been incorporated into a COPE-Resilience curriculum. We highlight several applications and extensions of the curriculum. Coping skills provide a template for healthy social-emotional development that can be utilised in different contexts throughout life.

Families Can Do Coping: Parenting Skills in the Early Years

2014 ◽  
Vol 39 (2) ◽  
pp. 99-106 ◽  
Author(s):  
Erica Frydenberg ◽  
Jan Deans ◽  
Rachel Liang
Keyword(s):  
Coping Skills ◽  
Research Programme ◽  
Early Learning ◽  
Early Years ◽  
Parenting Skills ◽  
Parents And Children ◽  
Pencil And Paper ◽  
And Coping ◽  
The University ◽  
Programme Outcomes

Parenting programmes are very much a part of the international landscape in Western communities. Coping skills provide a useful resource for parents and children in managing their everyday lives, both together and individually. Following a 5-year research programme with parents and children in an early years setting, Families Can Do Coping was developed as a comprehensive parenting skills programme that incorporates parents’ understanding of their own coping and that of their children. The programme was delivered with the twin aims of teaching communication and coping skills to parents. In 2012, five 2-hour sessions were delivered to 19 parents in an Early Learning Centre at the University of Melbourne. The five-session programme focused on providing parents with information regarding coping skills and the use of visual tools to assist parents to engage with their children in conversations about coping. Additionally, parents completed a pencil-and-paper coping skills evaluation for their child. The programme outcomes included perceptions of parents’ enhancement of their wellbeing, and development of proactive and productive coping skills in both parents and children. After a 3-month period three parents provided feedback on their progress and use of the new tools and strategies for maintaining helpful parenting.

scholarly journals The Emergence of Effortful Control in Young Boys With Fragile X Syndrome

2018 ◽  
Vol 123 (2) ◽  
pp. 89-102 ◽  
Author(s):  
Marissa Robinson ◽  
Jessica Klusek ◽  
Michele D. Poe ◽  
Deborah D. Hatton ◽  
Jane E. Roberts
Keyword(s):  
Fragile X Syndrome ◽  
Effortful Control ◽  
Fragile X ◽  
Single Gene ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Autism Symptoms ◽  
Emotional Outcomes ◽  
Preschool Boys ◽  
Molecular Measures

Abstract Effortful control, or the ability to suppress a dominant response to perform a subdominant response, is an early-emerging temperament trait that is linked with positive social-emotional development. Fragile X syndrome (FXS) is a single-gene disorder characterized by hallmark regulatory impairments, suggesting diminished effortful control. This study compared the development of effortful control in preschool boys with FXS (n = 97) and typical development (n = 32). Unlike their typical peers, the boys with FXS did not exhibit growth in effortful control over time, which could not be accounted for by adaptive impairments, FMR1 molecular measures, or autism symptoms. These results contribute to our understanding of the childhood phenotype of FXS that may be linked to the poor social-emotional outcomes seen in this group.

scholarly journals Relationships between Parenting Skills and Early Childhood Development in Rural Households in Western China

2020 ◽  
Vol 17 (5) ◽  
pp. 1506 ◽  
Author(s):  
Jingdong Zhong ◽  
Yang He ◽  
Yuting Chen ◽  
Renfu Luo
Keyword(s):  
Emotional Development ◽  
Early Childhood Development ◽  
Childhood Development ◽  
Western China ◽  
Social Emotional Development ◽  
Parenting Skills ◽  
Social Emotional ◽  
Socioeconomic Characteristics ◽  
Development Outcomes ◽  
The Relationship

This paper empirically investigates the relationships between caregivers’ parenting skills and early cognitive, language, motor, and social-emotional development of children aged 6–24 months. The study is based on data from a survey conducted in 100 villages in a typical poor rural area in western China. A total of 1715 households were enrolled in the study. In the study, Parent and Family Adjustment Scales (PAFAS), Bayley Scales of Infant Development version III (BSID-III), and a socioeconomic questionnaire were used to measure caregiver’s parenting skills, child’s development outcomes, and socioeconomic characteristics in sample households, respectively. Multivariate regression was used to estimate the relationship between a caregiver’s parenting skills and the child’s development outcomes. The results show that, first, parenting skills are positively and significantly associated with children’s cognitive, language, motor, and social-emotional development, and the link between parenting skills and social-emotional development is the strongest; second, the correlation between parenting skills and development outcomes varies across socioeconomic characteristics and parenting skill dimensions. The results provide evidence for the relationship between parenting skills and early childhood development in rural households in western China. Our findings also suggest that interventions aimed at improving caregivers’ parenting skills during the early stages are necessary for human capital development in rural China.

Temperament and coping: Advantages of an individual differences perspective

2003 ◽  
Vol 15 (4) ◽  
pp. 1049-1066 ◽  
Author(s):  
DOUGLAS DERRYBERRY ◽  
MARJORIE A. REED ◽  
CAROLYN PILKENTON–TAYLOR
Keyword(s):  
Individual Differences ◽  
Coping Skills ◽  
Coping Mechanisms ◽  
Self Control ◽  
Stressful Event ◽  
Coping Process ◽  
Children's Coping ◽  
And Coping ◽  
Cortical Functions

This paper examines the advantages that arise from an individual differences approach to children's coping and vulnerabilities. It suggests that the basic motivational and attentional systems involved in temperament constitute relatively primitive coping mechanisms. With development, these primitive coping skills are aided by representational and other cortical functions, allowing the coping process to begin before a stressful event and thereby increasing the child's capacity to plan an effective coping option and to enhance self-control. Such an emphasis on motivational and attentional differences allows us to take advantage of children's diverse personalities as “experiments of nature” and to better understand the temperamental patterns that contribute to adaptive and maladaptive outcomes.

scholarly journals Enhancing Social-Emotional Outcomes in Early Years (E-SEE): Randomized Pilot Study of Incredible Years Infant and Toddler Programs

2021 ◽  
Author(s):  
Sarah L. Blower ◽  
Vashti L. Berry ◽  
Matthew C. Bursnall ◽  
Judith Cohen ◽  
Nicole Gridley ◽  
...  
Keyword(s):  
Emotional Development ◽  
Emotional Health ◽  
Retention Rate ◽  
Pilot Trial ◽  
Early Years ◽  
Random Allocation ◽  
Social Emotional Development ◽  
Incredible Years ◽  
Social Emotional ◽  
Definitive Trial

AbstractSocial emotional development in infancy is a predictor of outcomes in later life, yet there is little evidence of effectiveness for parenting interventions designed to enhance social emotional wellbeing in infancy. An 18-month two-arm randomized controlled pilot trial evaluated the feasibility of a definitive trial of Incredible Years (IY) Infant and Toddler parent programs delivered in a proportionate universal model, called Enhancing Social-Emotional Health and Wellbeing in the Early Years (E-SEE) Steps. Intervention families received an IY Babies book (universal dose), followed by the IY Infant and/or the Toddler group-based programs, based on parent depression (PHQ-9) and/or child social emotional development (ASQ:SE-2) scores. Control parents received services as usual. Parents from two English local authorities with a child eight-weeks-old or younger participated, and were block randomized using a web-based system. Primary endpoints for the study were feasibility parameters relating to recruitment, retention, intervention fidelity and appropriateness of measures. 205 participants were randomized (152:53, intervention:control). Our target was 288 parents. Trial retention rate was higher than expected, with a completion rate of 88% (n = 181, 137:44) at follow-up 3; equating to 94% of 192 expected participants. Intervention uptake was lower than expected. Fidelity of delivery was acceptable and measures were deemed appropriate. A definitive trial is feasible with design amendments to include: introduction of a child screener for intervention eligibility; enhanced intervention material; revised sample size and random allocation ratio. Our internal pilot became an external pilot due to these changes.

scholarly journals The Effects of Absenteeism on Academic and Social-Emotional Outcomes: Lessons for COVID-19

2021 ◽  
pp. 0013189X2199448
Author(s):  
Lucrecia Santibañez ◽  
Cassandra M. Guarino
Keyword(s):  
Middle School ◽  
Emotional Development ◽  
Student Outcomes ◽  
The United States ◽  
Social Emotional Development ◽  
Negative Effects ◽  
Social Emotional ◽  
Emotional Outcomes ◽  
The Impact ◽  
Social Emotional Outcomes

In March 2020, most schools in the United States transitioned to distance learning in an effort to contain COVID-19. A significant number of students did not fully engage in remote learning opportunities due to resource or other constraints. An urgent question for schools around the nation is how much did the pandemic impact student academic and social-emotional development. This paper uses administrative panel data from California to approximate the impact of the pandemic by analyzing how absenteeism affects student outcomes. Our results suggest student outcomes generally suffer more from absenteeism in mathematics than in ELA. Negative effects are larger in middle school. Absences negatively affect social-emotional development, particularly in middle school. Our results suggest districts will face imminent needs for student academic and social-emotional support to make-up for losses due to the COVID-19 pandemic.

A Combined Intervention Targeting both Teachers’ and Students’ Social-Emotional Skills: Preliminary Evaluation of Students’ Outcomes

2014 ◽  
Vol 24 (2) ◽  
pp. 152-166 ◽  
Author(s):  
Cristina Akiko Iizuka ◽  
Paula M. Barrett ◽  
Robyn Gillies ◽  
Clayton R. Cook ◽  
Welber Marinovic
Keyword(s):  
Economic Status ◽  
Childhood Anxiety ◽  
Preliminary Evaluation ◽  
Social Emotional ◽  
Emotional Skills ◽  
Social And Emotional ◽  
Emotional Outcomes ◽  
Teachers And Students ◽  
And Coping ◽  
Combined Intervention

The literature indicates increasing evidence showing the benefits of classroom-based, universal preventive interventions for mental health and the link between social and emotional learning and academic performance. The FRIENDS program has been extensively tested and has showed promising results not only for preventing childhood anxiety, but also for improving students’ self-concept, social skills and coping skills. However, when it comes to communities in disadvantage, the results are mixed, with some studies reporting the need to include enhancements to the context in which the program is implemented to better support communities at risk. A combined intervention aiming to promote students’ social-emotional skills was piloted in a school located in a low socio-economic status area. Teachers received training to teach social and emotional skills for students and a resilience program for themselves. Students’ social-emotional outcomes were assessed at pre, post, 3 and 6 months following the intervention. Results showed that the intervention helped students to decrease their anxiety, and the intervention was well accepted by participants.

Same-Race Student–Teacher: Comparing Outcomes for Kindergartners With and Without Disabilities

2019 ◽  
Vol 40 (4) ◽  
pp. 225-235 ◽  
Author(s):  
Michael A. Gottfried ◽  
J. Jacob Kirksey ◽  
Adam Wright
Keyword(s):  
Students With Disabilities ◽  
Students Of Color ◽  
Educational Equity ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Data Set ◽  
Emotional Outcomes ◽  
Race Ethnicity ◽  
Nationally Representative ◽  
Social Emotional Outcomes

Although numerous studies have examined if students of color benefit from having a teacher of the same race/ethnicity, all attention has been paid to students without disabilities. We examine whether the same benefits hold for students with disabilities (SWDs). Using a nationally representative data set of kindergartners, we explored whether SWDs of color had different academic and social–emotional outcomes when with a teacher of the same race/ethnicity. We compared students of color with and without disabilities in the same classroom with regard to a same-race teacher match. Unlike students without disabilities, we do not find evidence in the data set that SWDs of color benefit from a same-race teacher match in terms of achievement and social–emotional development. Implications with regard to educational equity are discussed.

The Association Between Preschooler Physical Activity Duration and Intensity and Social Emotional Development: Findings From the PLAYCE Study

2021 ◽  
pp. 1-7
Author(s):  
Hayley E. Christian ◽  
Leanne Lester ◽  
Mohamed K. Al Marzooqi ◽  
Stewart G. Trost ◽  
Alana Papageorgiou
Keyword(s):  
Physical Activity ◽  
Emotional Development ◽  
Early Years ◽  
Strengths And Difficulties Questionnaire ◽  
Moderate Intensity ◽  
Linear Regression Models ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Physical Activity Guidelines ◽  
Strengths And Difficulties

Background: Social emotional development is imperative to young children’s long-term psychological and physical health. Physical activity (PA) may be important for young children’s social emotional development. The association between preschooler PA duration and intensity and social emotional development was investigated. Methods: Data from six hundred and fifty-one 2- to 4-year-olds in the Play Spaces and Environments for Children’s Physical Activity (PLAYCE) study were analyzed. PA was measured using ActiGraph-GT3X accelerometers worn over 7 days. Social emotional development was measured using the parent-completed Strengths and Difficulties Questionnaire. Multilevel linear regression models examined the association between PA duration and intensity and Strengths and Difficulties Questionnaire subscales. Results: Preschoolers did 158.2 (SD = 40.2) minutes per day of PA with 27% meeting the Australian Physical Activity Guidelines for the Early Years. There was a 1.74 point decrease in the total Strengths and Difficulties Questionnaire score for each additional hour of moderate-intensity PA per day (P < .05). Similar significant associations were found across all domains of social emotional development except hyperactivity, and were consistent across different intensities of light, moderate, and vigorous PA. Conclusions: These findings highlight the potential importance of PA, especially moderate-intensity play-based PA, for different aspects of preschool children’s social emotional development. Longitudinal and intervention research is required to confirm whether promoting PA in the early years provides developmental benefit.

scholarly journals The improvement of preschoolers’ social emotional skills

2021 ◽  
Vol 2 (2/S) ◽  
pp. 583-590
Author(s):  
Khusnidakhon Khujamatova
Keyword(s):  
Early Childhood ◽  
Emotional Development ◽  
Challenging Behaviors ◽  
Early Years ◽  
Development Programs ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Essential Information ◽  
Emotional Skills ◽  
Emotional Ability

This article is based on giving essential information about young children’s social emotional improvement and its significance. Social emotional development is important to a child’s success in school and in life. Social emotional development means and notions, opinions are showed on how to use and promote it. Social emotional skills can be expressed in early childhood in each classroom. This can be done in different lessons and activities. Social emotional development can be promoted by embedding it in all areas of the day. Nowadays, other priorities have been seen in early childhood classrooms and at home. Some researchers believe this has resulted in a lack of promotion of social emotional development in young children. This paper focuses on the explore academic pushdown, technology and children, and limited free time, including recess. These may influence a young child’s social emotional ability therefore they may present more challenging behaviors. Three social emotional development programs are explored. Social emotional development is so significant in the early years of a child’s life. Families and teachers have to comprehend its significance.

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