Adopting the Emotions Course in the Italian Context: A Pilot Study to Test Effects on Social-Emotional Competence in Preschool Children

Objective:A growing body of evidence supports the effectiveness of body-oriented interventions (BOI) in educational contexts, showing positive influences on social-emotional competence. Nevertheless, there is a lack of systematization of the evidence regarding preschool years. This is a two-part systematic review. In this first part, we aim to examine the effects of BOI on preschoolers' social-emotional competence outcomes.Data Sources:Searches were conducted in Pubmed, Scopus, PsycInfo, ERIC, Web of Science, Portal Regional da BVS and CINAHL.Eligibility Criteria:English, French and Portuguese language articles published between January 2000 and October 2020, that evaluated the effects of BOI implemented in educational contexts on social-emotional competence of preschool children. Only randomized controlled trials (RCT) or quasi-RCT were included.Data Extraction and Synthesis:Two reviewers independently completed data extraction and risk-of-bias assessment. The level of scientific evidence was measured through the Best Evidence Synthesis.Results:Nineteen studies were included. There was strong evidence that BOI do not improve anger/aggression, delay of gratification and altruism. Nevertheless, there was moderate evidence that BOI effectively improve other social-emotional outcomes, such as empathy, social interaction, social independence, general internalizing behaviors, and general externalizing behaviors. The lack of scientific evidence was compromised by the methodological quality of the studies.Conclusion:BOI effectively improve specific social-emotional competences of preschool children.Systematic Review Registration:PROSPERO, identifier CRD42020172248.

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Effectiveness of a school-based programme of animal-assisted humane education in Hong Kong for the promotion of social and emotional learning: A quasi-experimental pilot study

PLoS ONE ◽

10.1371/journal.pone.0249033 ◽

2021 ◽

Vol 16 (3) ◽

pp. e0249033

Author(s):

Joe T. K. Ngai ◽

Rose W. M. Yu ◽

Kathy K. Y. Chau ◽

Paul W. C. Wong

Keyword(s):

Hong Kong ◽

Pilot Study ◽

Focus Groups ◽

Formative Evaluation ◽

Emotional Competence ◽

Cognitive Competence ◽

Social Emotional ◽

Humane Education ◽

Social Emotional Competence ◽

School Based

Background Humane education, which focuses on the cultivation of kindness and empathy towards animals, the environment, and fellow humans, helps children to be less egocentric and more sensitive to the human–animal interaction in ecology. Aim This study aimed to evaluate an animal-assisted, school-based humane education programme that promotes a humane attitude and enhances social–emotional competence for children in Hong Kong. Method A sequential mixed-methods formative evaluation was adopted in the pilot year of the programme. A controlled trial and focus groups were conducted to evaluate the preliminary outcomes and process of the programme and to identify the implementation obstacles and effective strategies. One hundred and ten primary three students from two primary schools participated in the study (55 in the intervention group and 55 in the control group with ordinary formal school extra-curricular activities). Paired sample t tests and a mixed ANOVA were conducted to explore the changes in students’ social–emotional competence in our programme and two typical extra-curricular school programmes. Thematic analysis was conducted to categorise the transcriptions from the focus groups. Results Quantitative findings indicated that class-based, animal-assisted humane education increased cognitive competence (t[24] = 2.42, p = .02), empathy (t[24] = 2.94, p < .01), and reduced hyperactivity (t[23] = -2.40, p = .02). Further analysis indicated that the participant recruitment strategies moderate the impact of interventions on the development of empathy (F[2,104] = 4.11, p = .02) and cognitive competence (F[2,104] = 2.96, p = .05). Qualitative analysis suggested three major themes: enhancement of self-control, promotion of humane attitude, and improvement of reading skills. Conclusion The preliminary results of this pilot study indicate positive effects of the programme. Vigorous systematic formative evaluation on the process and effective implementation should be included in future follow-up studies to ensure its sustainability and fidelity.

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Promoting Social Emotional Competence

PsycEXTRA Dataset ◽

10.1037/e522532014-229 ◽

2007 ◽

Keyword(s):

Emotional Competence ◽

Social Emotional ◽

Social Emotional Competence

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Development and Effects of a Behavioral Problem Prevention Program for Young Children based on Social · Emotional Competence

Early Childhood Education Research & Review ◽

10.32349/ecerr.2019.6.23.3.181 ◽

2019 ◽

Vol 23 (3) ◽

pp. 181-210

Author(s):

Sung-Ae Chi

Keyword(s):

Young Children ◽

Prevention Program ◽

Emotional Competence ◽

Behavioral Problem ◽

Social Emotional ◽

Social Emotional Competence

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Cross Cultural Gender Differences in Social-emotional Competence of Young Children: Comparisons with Brazil, China, South Korea, and the United States

Mental Health in Family Medicine ◽

10.25149/1756-8358.1102009 ◽

2015 ◽

Vol 11 (02) ◽

Cited By ~ 4

Author(s):

Chieh-Yu Chen ◽

Jane Squires ◽

Kay H. Heo ◽

Xiaoyan Bian ◽

Ching-I Chen ◽

...

Keyword(s):

United States ◽

Gender Differences ◽

Young Children ◽

South Korea ◽

Emotional Competence ◽

The United States ◽

Cross Cultural ◽

Social Emotional ◽

Social Emotional Competence

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Social-Emotional Competence in Down Syndrome

The Oxford Handbook of Down Syndrome and Development ◽

10.1093/oxfordhb/9780190645441.013.3 ◽

2020 ◽

Author(s):

Amanda Dimachkie ◽

Connie L. Kasari

Keyword(s):

Down Syndrome ◽

Emotional Competence ◽

Self Regulation ◽

Social Problem Solving ◽

Developmental Trajectory ◽

Social Emotional ◽

Social Emotional Competence ◽

Prosocial Orientation ◽

Expression Of Emotions ◽

Prism Model

This chapter aims to synthesize historical and contemporary literature to provide an overarching understanding of social-emotional competence in individuals with Down syndrome, where social-emotional competence refers to the skills necessary to allow for successful social relationships, as well as the ability to regulate the experience and expression of emotions. Using the framework of Rose-Krasnor’s prism model, this chapter addresses each of the four components that underlie the development of social-emotional competence: self-regulation, social awareness, prosocial orientation, and social problem-solving. The development of each of these components is described for individuals with Down syndrome, and a description of the typical developmental trajectory is given for reference. The short-term and long-term implications of each component are also discussed, as they relate to the individual’s overall social-emotional competence. This overview aims to highlight what is known regarding social-emotional competence in individuals with Down syndrome, as well as to identify areas in which knowledge is lacking.

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