Supporting Early Childhood Social-Emotional Well Being: The Building Blocks for Early Learning and School Success

2005 ◽  
Vol 33 (3) ◽  
pp. 145-150 ◽  
Author(s):  
Aparna Bagdi ◽  
John Vacca
Keyword(s):  
Early Childhood ◽  
School Success ◽  
Well Being ◽  
Building Blocks ◽  
Early Learning ◽  
Social Emotional

scholarly journals Quality in South African early learning centres: Mothers’ and teachers’ views and understanding

2016 ◽  
Vol 6 (1) ◽  
pp. 11
Author(s):  
Judy Van Heerden
Keyword(s):  
School Climate ◽  
South African ◽  
Quality Indicators ◽  
Well Being ◽  
Early Learning ◽  
Quality Development ◽  
Social Emotional ◽  
Process Indicators ◽  
Normative Foundation ◽  
Process And Outcome

This study investigated how quality in early learning centres (preschools) in South Africa was experienced and perceived by mothers and teachers. A theoretical framework, based on a model of quality development by Woodhead (1996), informed the study. This framework that consists of input (structural), process and outcome quality indicators is a well-established model for quality development, which has been used in developing countries. The findings generated from a thematical analysis of interview data showed that aspects perceived by mothers and teachers as quality indicators in early learning centres were predominantly process indicators and hard to ‘measure’ in a quantitative way. For mothers and teachers, children’s social-emotional well-being, holistic development, a normative foundation for values and respect, effective infrastructure and accountable learning indicated quality. A quality school climate enhances emotional and social well-being, and the findings suggest that for mothers and teachers quality concerns were not about that which the early learning centres have provided in terms of facilities (input indicators), but rather about the process indicators where centres promote children’s holistic well-being. The only outcome indicator that was regarded as extremely important by mothers and important, but not to the same extent, by teachers, is whether children are happy and content and enjoying school.

scholarly journals Editorial: Opening for debate and contestation: OECD’s International Early Learning and Child Well-being Study and the testing of children’s learning outcomes

2019 ◽  
Vol 17 (1) ◽  
pp. 1-10
Author(s):  
Claudia Diaz-Diaz ◽  
Paulina Semenec ◽  
Peter Moss
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Learning Outcomes ◽  
Large Scale ◽  
Well Being ◽  
Early Learning ◽  
Comparative Assessment ◽  
Special Issue ◽  
Standardized Measures ◽  
Childhood Education

This special issue aims to bring critical perspectives to bear on a growing phenomenon in education: comparative assessment of educational performance using standardized measures of outcomes or ‘international large-scale assessments’. We focus on one of its latest examples: the International Early Learning and Child Well-being Study. Proposed by the Organisation for the Economic Co-operation and Development (OECD, n.d.a) in 2012, this study is now being put into practice, targeting early childhood education and young children in particular. The articles in this edited collection offer varied critiques of this project as well as critiques of the influential role that the OECD is playing in how member countries design, implement and assess their early childhood education.

scholarly journals The Shape of Things to Come and what to do about Tom and Mia: Interrogating the OECD’s International Early Learning and Child Well-Being Study from an anti-colonialist perspective

2019 ◽  
Vol 17 (1) ◽  
pp. 87-101 ◽  
Author(s):  
Mathias Urban
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Well Being ◽  
Early Learning ◽  
Frame Of Reference ◽  
Post Colonial ◽  
Childhood Education ◽  
Child Characters ◽  
To Come

In this article, I discuss the International Early Learning and Child Well-being Study (IELS), which is currently being rolled out by the Organisation for Economic Co-operation and Development. I summarise the development of IELS and the critique that has been voiced by early childhood scholars, professionals and advocates. I then move to an aspect of IELS that has so far been absent from the discussion: the actual conduct of the test, using the two stylised child characters Tom and Mia. I provide a provisional reading of the Tom and Mia imaginary through the lens of post-colonial and neo-colonial analysis. Applying the concept of colonisation as a frame of reference opens a space for introducing resistance and anti-colonial practices as productive forces to challenge the global hegemony. I draw on Pedro Sotolongo’s concept of the power of marginal notions to argue that experiences made on the margins of society, both geographically and socially, offer very practical alternatives to reconceptualising early childhood education, and services for young children, families and communities.

The intervention: Improving social-emotional skills in early childhood as a factor of school performance

2019 ◽  
Vol 6 (1) ◽  
pp. 344-354
Author(s):  
Coste Monica
Keyword(s):  
Early Childhood ◽  
Essential Element ◽  
Well Being ◽  
Systematic Observation ◽  
Social Emotional ◽  
Educational Approach ◽  
Emotional Skills ◽  
Active Involvement ◽  
The Impact ◽  
Emotional Education

Contemporary studies show the major impact of early education on the future development of children, that justifies a quality educational approach from the early childhood, to meet the needs of children’s education for the onset of schooling. The dynamics of society and the updates in the field of education make it necessary to create an educational context as a response of the current needs of children’s competencies. In many countries, social-emotional education gains importance as an essential element of education, emotional intelligence being considered a determinant for success in life. The methods used were the pedagogical experiment, surveys, curricular analysis and systematic observation. When children experience well-being, the ability to think is increased. The active involvement of the teachers in the implementation of the programme, the use of recommended practices and the solving of the challenges that have appeared have led to an increase in the impact of the intervention. Keywords: Early childhood education, social-emotional skills, well-being, social-emotional education.

scholarly journals The Organisation for Economic Co-operation and Development’s International Early Learning and Child Well-being Study: The scores are in!

2020 ◽  
Vol 21 (2) ◽  
pp. 165-171
Author(s):  
Peter Moss ◽  
Mathias Urban
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Comparative Studies ◽  
Well Being ◽  
Early Learning ◽  
Childhood Education ◽  
The Way

This is the fourth colloquium for Contemporary Issues in Early Childhood on the Organisation for Economic Co-operation and Development’s International Early Learning and Child Well-being Study, and marks the recent publication by the Organisation for Economic Co-operation and Development of reports on the first round of this study. In it, the authors discuss what the results tell us, what they do not and what might come next. They conclude by supporting the need for comparative studies of early childhood education, but argue that the International Early Learning and Child Well-being Study is not the way to go.

scholarly journals Governing and commercialising early childhood education: Profiting from The International Early Learning and Well-being Study (IELS)?

2019 ◽  
Vol 17 (1) ◽  
pp. 27-40
Author(s):  
Guy Roberts-Holmes
Keyword(s):  
Early Childhood ◽  
National Policy ◽  
Well Being ◽  
Early Learning ◽  
Data Governance ◽  
For Profit ◽  
Not For Profit ◽  
National Foundation ◽  
New Business ◽  
The Government

This article examines why the government in England has signed the country up to taking part in the OECD’s new international assessment known as The International Early Learning and Well-being Study (IELS). The article highlights the role of IELS as a technology of neoliberal governance. Looking forward it considers how IELS may open up new business opportunities and spaces for profit for businesses in England and elsewhere. At present, IELS is a fledgling product, but it may in time further add to the explanatory and governing power of the OECD to steer national policy makers towards a homogenised educational future defined by the organisation. IELS is run and managed by the National Foundation for Education Research (NFER), a national not-for-profit research organisation. The article explores how this same not-for-profit organisation also won the remarkably similar early childhood English Baseline Assessment 2 worth £9.8 million. Finally, the article examines the possibility that, in the future, if IELS were to develop, the edu-business Pearson might be interested in IELS to add to its existing interests in global data governance for profit.

Measuring and Addressing Social-Emotional Well-Being in Early Childhood

2021 ◽  
Author(s):  
Rushina Cholera ◽  
Michelle Franklin ◽  
Nathaniel Neptune ◽  
Ainsley Buck ◽  
Sophie Hurewitz ◽  
...  
Keyword(s):  
Early Childhood ◽  
Well Being ◽  
Social Emotional

Physical and emotional development of adolescents with low motor competence: Mothers’ perspectives

2021 ◽  
pp. 030802262110318
Author(s):  
Amanda Timler ◽  
Caroline Bulsara ◽  
Beth Hands
Keyword(s):  
Emotional Development ◽  
Well Being ◽  
Building Blocks ◽  
Phenomenological Approach ◽  
Social Emotional ◽  
Motor Competence ◽  
Self Confidence ◽  
Motor Difficulties ◽  
Perception Of Support ◽  
Building Stability

Background Parent support influences adolescent’s social-emotional well-being. One factor that may influence parent’s perception of support is their child’s level of motor competence. Aim The purpose of this study was to explore mothers’ experience of providing support for the health of adolescents with low motor competence physical and emotional development. Methods A phenomenological approach was used to guide this study. After initial screening, five one-on-one interviews with mothers of adolescents aged 12–16 years were conducted. Results Analysis of the interviews identified five themes of ‘supportive building blocks’, ‘building achievement and commitment,’ ‘building mechanisms for future support’ ‘building stability in relationships’ and ‘building confidence and a sense of autonomy’. Mother’s awareness of their child’s motor difficulties resulted in their active provision of alternative strategies for their child by building self-confidence and seeking support from health professionals. Conclusion Mothers were aware of their child’s inadequacies and actively sought support to help with their development. Support services that recognise low motor competence could better help mothers support their adolescent’s development. One implication arising from this study is the importance of using multi-disciplinarian teams such as occupational therapist, exercise physiologist and parents to help children with low motor competence.

scholarly journals Study of Social- Emotional Learning of Girls and Its Relation to Their Father’s Occupation at Early Childhood

2016 ◽  
Vol 3 (3) ◽  
Author(s):  
B Deevena Pauleen
Keyword(s):  
Early Childhood ◽  
Family Income ◽  
Rating Scale ◽  
Pearson Correlation ◽  
Social Emotional Learning ◽  
Well Being ◽  
Emotional Learning ◽  
Social Emotional ◽  
Chi Square ◽  
The Social

Family income has positive, wide-reaching effects on child well-being. A mother’s unique orientations, strengths, and styles of interaction may appear to be more important in the socio-emotional lives of their children, yet many studies over the past two decades consistently demonstrated that father’s have a measurable impact on children. The current study aims at exploring the social emotional learning of girls and its relation to their father’s occupation at early childhood. The study consists of 30 girls from each age group of 4yrs, 5yrs and 6yrs. The sample was drawn from both Government and Private Schools (Play schools and Anganwadis) in Hyderabad. Early learning Observation Rating Scale by Gills, M., West, T., & Coleman, R., M , (2010) was administered. Data was analyzed using Descriptive statistics, Chi Square test for Independence and Pearson correlation coefficient. Results revealed that there is no significant relation between the social emotional learning of girl’s and their father’s occupation. A weak positive correlation exists between the social emotional learning of girl’s and their father’s occupation at early childhood.

scholarly journals Early Childhood Adversity, Toxic Stress, and the Impacts of Racism on the Foundations of Health

2021 ◽  
Vol 42 (1) ◽  
Author(s):  
Jack P. Shonkoff ◽  
Natalie Slopen ◽  
David R. Williams
Keyword(s):  
Public Health ◽  
Early Childhood ◽  
Childhood Adversity ◽  
Well Being ◽  
Building Blocks ◽  
Annual Review ◽  
Publication Date ◽  
Toxic Stress ◽  
Structural Racism ◽  
Optimal Health

Inequalities in health outcomes impose substantial human and economic costs on all societies—and the relation between early adversity and lifelong well-being presents a rich scientific framework for fresh thinking about health promotion and disease prevention broadly, augmented by a deeper focus on how racism influences disparities more specifically. This review begins with an overview of advances in the biology of adversity and resilience through an early childhood lens, followed by an overview of the unique effects of racism on health and a selective review of findings from related intervention research. This article presents a framework for addressing multiple dimensions of the public health challenge—including institutional/structural racism, cultural racism, and interpersonal discrimination—and concludes with the compelling need to protect the developing brain and other biological systems from the physiological disruptions of toxic stress that can undermine the building blocks of optimal health and development in the early childhood period. Expected final online publication date for the Annual Review of Public Health, Volume 42 is April 2021. Please see http://www.annualreviews.org/page/journal/pubdates for revised estimates.

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