Can Explicit Instruction in Social and Emotional Learning Skills Benefit the Social-Emotional Development, Well-being, and Academic Achievement of Young Children?

Abstract Human development is a complex process, which can be divided into four major domains, namely the physical, intellectual (including cognitive and language), as well as emotional and social (including moral development). In this paper the author will learn about the social and emotional development in early childhood. Social-emotional development of children is the sensitivity to understand other people’s feelings when interacting in everyday life. Social-emotional development is true can not be separated from each other. When discussing the social development of children it must intersect with the emotional development of children. Keywords: developmental, social, emotional, child.

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Does the Intensity of Gadget Use Impact Social and Emotional Development of Children aged 48-72 Months?

AL-ATHFAL JURNAL PENDIDIKAN ANAK ◽

10.14421/al-athfal.2021.72-04 ◽

2021 ◽

Vol 7 (2) ◽

pp. 135-144

Author(s):

Nabila Ilma Nisa Rukmana ◽

Nur Ainy Fardana ◽

Linda Dewanti ◽

Farah Mujtaba

Keyword(s):

Emotional Development ◽

High Intensity ◽

Sampling Technique ◽

P Value ◽

Social Emotional Development ◽

Social And Emotional Development ◽

Social Emotional ◽

Cross Sectional ◽

Social And Emotional ◽

The Social

Purpose –This study aims to analyze the correlation between the intensity of gadget use and the social-emotional development of children aged 48-72 months.Design/methods/approach – The Study uses quantitative research with a cross-sectional study. The sample includes 126 children using a simple random sampling technique at Al-Furqon Kindergarten and Bunda Ghifari Kindergarten Surabaya, Indonesia. The independent variable is the intensity of gadget use which is measured using a questionnaire. The dependent variable is the children’s social-emotional development as measured by the Questionnaire of Problems and Emotional Behavior.Findings – There is a significant correlation between the intensity of gadget usage and the social-emotional development of children aged 48-72 months (p-value < 0.05). High-intensity gadget use will increase their social-emotional development in the referral category, which means it requires treatment by the experts.Research implications/limitations - The result of this study supports the theory that high intensity of gadget usage on children will affect their social and emotional development. This study only focuses on children’s social and emotional development without examining another developmental variable that may affect the study results.Practical implications – Parents are expected to play a role in supervising and limiting the use of gadgets on children to avoid the negative impacts.Originality/value –This study contributes to the literature by showing the effect of gadget use on children’s social and emotional development. Paper type Research paper

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Technology and Social-Emotional Development in the Early Childhood Environments

Child Development and the Use of Technology ◽

10.4018/978-1-61350-317-1.ch006 ◽

2011 ◽

pp. 112-128 ◽

Cited By ~ 2

Author(s):

Judy Brown ◽

Denise L. Winsor ◽

Sally Blake

Keyword(s):

Early Childhood ◽

Young Children ◽

Emotional Development ◽

Cultural Environment ◽

Social Emotional Development ◽

Social Emotional ◽

Social And Emotional ◽

Use Of Technology ◽

Educational Environments ◽

The Social

The research about the importance of social and emotional roles in learning has increased the focus in many early childhood programs on the social-emotional domains of development. The perceptions of the effects computers and other technology tools have on social/emotional development of young children may influence the acceptance and use of technology in these classrooms. This chapter discusses the research related to technology and social-emotional development, parents’ perceptions of what social interactions are important in relation to child-to-child and child-to adult realm, theoretical influences on educational environments, and approaches to intentional use of tools to support these important domains. Technology has changed the socio-cultural environment globally and we, as educators of young children, need to change how we approach social and emotional support for our children.

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A Call for Compassion and Care in Education

10.1093/oxfordhb/9780190464684.013.33 ◽

2017 ◽

Author(s):

Brooke D. Lavelle ◽

Lisa Flook ◽

Dara G. Ghahremani

Keyword(s):

Positive Impact ◽

Social And Emotional Learning ◽

Well Being ◽

Ethical Aspects ◽

Social Emotional ◽

School Communities ◽

Social And Emotional ◽

Prosocial Development ◽

The Social ◽

Health And Well Being

Students are challenged by stressors that negatively impact their physical health and well-being as well as their ability to thrive in school. Many educators have mobilized to address these issues, as mounting evidence suggests that enhancing the social, emotional, cultural, and ethical aspects of schooling improves student well-being. These movements have stirred a variety of prosocial education initiatives—including Social and Emotional Learning (SEL) and mindfulness-based programs—which have been shown to make a positive impact. Yet in spite of this growing interest in prosocial education, these movements have proceeded largely independently of one another and without a comprehensive theoretical model of prosocial development. In this chapter, we review the evidence of compassion-based interventions and offer a compassion-based framework as an organizing principle for the field that may help integrate diverse prosocial approaches and help educators respond most effectively to needs of our school communities.

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The Analysis Of Social And Emotional Development Of Mentally Disabled Children (Mild) On Grade 2 Of Muhammadiyah Banguntapan Primary School Yogyakarta

Al-Bidayah Jurnal Pendidikan Dasar Islam ◽

10.14421/al-bidayah.v11i2.326 ◽

2020 ◽

Vol 11 (2) ◽

pp. 264-279

Author(s):

Muhammad Shaleh Assingkily ◽

Munganatul Khoeriyah ◽

Khamim Zarkasih Putro

Keyword(s):

Primary School ◽

Emotional Development ◽

Disabled Children ◽

Social Emotional Development ◽

Social And Emotional Development ◽

Social Emotional ◽

Mentally Disabled ◽

Social And Emotional ◽

The Social ◽

Self Development

Every child is unique, including a mentally disabled child. The potential for self-development in academic, social, and workability becomes a necessity for mild mentally disabled children. This study aims to analyze the social and emotional development of mild mentally disabled children in grade 2 of Muhammadiyah Banguntapan Primary School Yogyakarta, or usually called SD Muhammadiyah Banguntapan Yogyakarta. Two formulations of the problems of this research are (1) how the social-emotional development of mild mentally disabled children in grade 2 of SD Muhammadiyah Banguntapan Yogyakarta in the classroom and outside the classroom and (2) how the teacher's efforts in developing the child's social-emotional development. The research data were obtained through a qualitative approach with observation, interviews, and analysis of document studies of mild mentally disabled children in grade 2 of SD Muhammadiyah Banguntapan Yogyakarta. From this study, the results were obtained that the social-emotional development of mentally disabled children in the class was achieved in the form of caring, interactive, and displaying an attitude of confidence, while what was not achieved in the form of participation, communication, and teamwork abilities. Whereas outside the classroom, the attainment is in the form of empathy and what is not achieved in the form of solitude and self-ness (ego) and has not been able to control emotions when socializing. The efforts made by teachers in developing children's social-emotional attitudes, namely: asking children to apologize and admit their own mistakes, motivating, "bluffing", advising children, setting seating, and trying to help children.

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Individual differences, social attention, and the history of the social motivation hypotheses of autism

Behavioral and Brain Sciences ◽

10.1017/s0140525x18002509 ◽

2019 ◽

Vol 42 ◽

Author(s):

Peter C. Mundy

Keyword(s):

Individual Differences ◽

Early Development ◽

Emotional Development ◽

Social Motivation ◽

Social Attention ◽

Social Emotional Development ◽

Social Emotional ◽

Precise Understanding ◽

The Social ◽

History Of

Abstract The stereotype of people with autism as unresponsive or uninterested in other people was prominent in the 1980s. However, this view of autism has steadily given way to recognition of important individual differences in the social-emotional development of affected people and a more precise understanding of the possible role social motivation has in their early development.

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Analisis Perkembangan Sosial-Emosional Tercapai dan Tidak Tercapai Siswa Usia Dasar

al-Aulad: Journal of Islamic Primary Education ◽

10.15575/al-aulad.v2i2.5210 ◽

2019 ◽

Vol 2 (2) ◽

pp. 19-31

Author(s):

Muhammad Shaleh Assingkily ◽

Mikyal Hardiyati

Keyword(s):

Emotional Development ◽

Qualitative Approach ◽

Social Emotional Development ◽

Social Emotional ◽

The Social ◽

Development Of Students

This article aims to examine social-emotional development of the student's age. As for the formulation of a problem in this study i.e. (1) how the social-emotional development is achieved and not achieved grade IV MI Nurul Ummah in learning, (2) how the social-emotional development is achieved and not achieved grade IV MI Nurul Ummah outside of learning, and (3) how the efforts of teachers in developing social-emotional grade IV MI Nurul Ummah. This research used the qualitative approach with observations on the social-emotional development of grade IV MI Nurul Ummah. As for the results of this study suggest that (1) social-emotional development of students in learning that are achieved, i.e. students show an attitude of caring, participation, communication, interactive, teamwork, ability and showing confidence, While that is not achieved, i.e. quiet, it's hard to adapt, a closed, private, and difficult to communicate with people deems foreign.; (2) the social-emotional development of students outside the learning achieved, i.e. students show the attitude of empathy, caring, helpful friends, don't show the attitude of keakuan, and being able to control your emotions when interacting or play, while not achieved,i.e. play only with friends nearby, less concerned with what is happening around him, speaking only when needed, and enjoy learning more than play.; (3) efforts undertaken teacher in developing social-emotional students; sets the position of the seated students, giving the same attention to all students, and to give guidance to students in order to encourage the achievement of social- emotional development of children.Keywords: Analysis, Social-Emotional Development is Achieved and not Achieved

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