In a mother’s voice: Observing social–emotional aspects of postpartum daily life.

Purposes of the study: The purpose of this study was to describe the way to develop social-emotional intelligence in early childhood through play activities. A child doesn’t have social Emotional intelligence naturally in early childhood, but it must be nurtured and developed by parents and teachers in schools through developing social and emotional aspects of early childhood that can be done with various methods. Methodology: This study used a qualitative approach to the literature model. The method used in this study is a qualitative method with content analysis techniques consisting of developing the social and emotional aspects of early childhood is through playing activities. Result: The researcher found that playing activities by children can develop social-emotional of early childhood among others. The activities such as playing in small groups like children’s traditional games or playing with tools such as balls, marbles, rubber and, other tools. Implication/Applications: The findings of this study can help young children to be able to improve the development of social-emotional intelligence caused by hereditary factors and the environment through play activities. In this play, the activity can increase positive attitudes including honest behavior, independence, responsibility, fair, confident, fair, loyal friends, and the nature of compassion towards others and have high tolerance and demanded cooperation between others

Download Full-text

Social-emotional aspects of mental disorders.

The social foundations of emotion: Developmental, cultural, and clinical dimensions. ◽

10.1037/0000098-009 ◽

2018 ◽

pp. 149-169

Author(s):

Stefan G. Hofmann ◽

Stacey N. Doan

Keyword(s):

Mental Disorders ◽

Social Emotional ◽

Emotional Aspects

Download Full-text

Motor development

10.1093/med/9780198757672.003.0004 ◽

2017 ◽

Author(s):

David Sugden ◽

Helen Soucie

Keyword(s):

Information Processing ◽

Dynamical Systems ◽

Embodied Cognition ◽

Motor Skills ◽

Motor Development ◽

Daily Life ◽

Social Emotional ◽

Complex Dynamic ◽

Movement Skills ◽

Influencing Parameters

The development of motor skills in the first two years of life are dramatic, and then become more subtle with time. Chapter 4 describes these changes, and explains how these changes take place. Analysis is done via neuro-maturational theories, information processing, and cognitive terms as well as more recent ecological and dynamical systems viewpoints. The bidirectional influence of other faculties like embodied cognition and movement show that motor development does not occur in isolation. Movement skills are essential to daily life and influence our social, emotional, and cognitive being. This process of evolution and refinement is a complex, dynamic, self-organizing system. Theoretical explanations of motor development involve the transaction of children’s resources, the environmental context, and the task at hand. Not all children develop typically, although the influencing parameters are the same for all; rather, it is the metrics within the parameters that differ.

Download Full-text

Impaired voice processing in reward and salience circuits predicts social communication in children with autism

eLife ◽

10.7554/elife.39906 ◽

2019 ◽

Vol 8 ◽

Cited By ~ 2

Author(s):

Daniel Arthur Abrams ◽

Aarthi Padmanabhan ◽

Tianwen Chen ◽

Paola Odriozola ◽

Amanda E Baker ◽

...

Keyword(s):

Social Communication ◽

Children With Autism ◽

Autism Spectrum ◽

Brain Network ◽

Editorial Note ◽

Social Emotional ◽

Children With Asd ◽

The Social ◽

Mother’S Voice ◽

Voice Processing

Engaging with vocal sounds is critical for children’s social-emotional learning, and children with autism spectrum disorder (ASD) often ‘tune out’ voices in their environment. Little is known regarding the neurobiological basis of voice processing and its link to social impairments in ASD. Here, we perform the first comprehensive brain network analysis of voice processing in children with ASD. We examined neural responses elicited by unfamiliar voices and mother’s voice, a biologically salient voice for social learning, and identified a striking relationship between social communication abilities in children with ASD and activation in key structures of reward and salience processing regions. Functional connectivity between voice-selective and reward regions during voice processing predicted social communication in children with ASD and distinguished them from typically developing children. Results support the Social Motivation Theory of ASD by showing reward system deficits associated with the processing of a critical social stimulus, mother’s voice, in children with ASD.Editorial note: This article has been through an editorial process in which the authors decide how to respond to the issues raised during peer review. The Reviewing Editor's assessment is that minor issues remain unresolved (<xref ref-type="decision-letter" rid="SA1">see decision letter</xref>).

Download Full-text

Social-emotional aspects of negotiation

European Journal of Operational Research ◽

10.1016/0377-2217(90)90130-4 ◽

1990 ◽

Vol 46 (2) ◽

pp. 177-180 ◽

Cited By ~ 20

Author(s):

Guy Olivier Faure ◽

Van Le Dong ◽

Melvin F. Shakun

Keyword(s):

Social Emotional ◽

Emotional Aspects

Download Full-text

Social-emotional aspects of quality of life in multiple sclerosis

Psychology Health & Medicine ◽

10.1080/13548506.2017.1385818 ◽

2017 ◽

Vol 23 (4) ◽

pp. 411-423 ◽

Cited By ~ 4

Author(s):

Heidemarie Lex ◽

Sara Weisenbach ◽

Jacob Sloane ◽

Sana Syed ◽

Eva Rasky ◽

...

Keyword(s):

Quality Of Life ◽

Multiple Sclerosis ◽

Social Emotional ◽

Emotional Aspects

Download Full-text

536 - Moderating effect of the COVID-19 pandemic on the efficacy of cognitive stimulation. A controlled trial.

International Psychogeriatrics ◽

10.1017/s1041610221002313 ◽

2021 ◽

Vol 33 (S1) ◽

pp. 80-81

Author(s):

Mª Concepción Gurbindo-Elizari ◽

Blanca Martínez-Martínez ◽

J. Antonio Garcia-Casal ◽

Fernando Gómez-Gil

Keyword(s):

Group Intervention ◽

Daily Life ◽

Controlled Trial ◽

Geriatric Depression Scale ◽

Depression Scale ◽

Moderating Effect ◽

Cognitive Stimulation ◽

Contradictory Result ◽

Social Emotional

Background:It´s been proved that cognitive stimulation (CS) has direct effects over the improvement of general cognitive functions in people with cognitive impairment (PCI). The restrictions in daily life associated to COVID-19 pandemic had an impact in the quality of life of PCI and it might have affected the efficacy of the CS programs targeting this population.Research Objective:To analyse if there was a moderating effect of the pandemic on the efficacy of CS programs.Method:Participants were enrolled in a public memory clinic; 213 PCI were assigned to two groups: 173 received CS treatment before the pandemic (PRECOVID) and 40 received CS during the pandemic (COVID). Pre and post assessments were carried out with the Mini Mental State Exam (MMSE), the clock-test and the brief Geriatric Depression Scale. The treatment consisted of 32 sessions of CS held twice a week during 4 months. No significant differences (p<.05) were found between groups at baseline in age (74.46±7.80 years), cognitive function (MMSE=23.43±3.30), gender (58% women) and the remaining variables.Preliminary results of the ongoing study:After treatment, both samples improved in depression (t = 4.56, p < .05), the COVID group improved in MMSE (t = -3.40, p < .05) and clock-test (t= -3.78, p < .05), the rest of the changes were not significant. Between group effect sizes favoured the COVID group intervention for MMSE (dc = 0.74) and the clock test (dc = 0.48). No between group differences were found for depression (dc = -0.48).Conclusions:Older people participating of CS during the pandemic benefited more from the treatment than those participating before the pandemic. This apparently contradictory result might be explained by the context of lack of social, emotional and cognitive stimulation associated to the restrictions inherent to social confinement. The continuity of CS care to PCI is essential in the context of generalised restrictions in daily life associated to COVID-19 pandemic and might play an important role in preventing cognitive loss and associated disabilities.

Download Full-text

BUILDING BRIDGES: BRINGING NONFORMAL PEDAGOGIES INTO THE CLASSROOM

Education and New Developments 2021 ◽

10.36315/2021end021 ◽

2021 ◽

Author(s):

Maya Wizel ◽

Keyword(s):

Interpersonal Relationships ◽

Formal Education ◽

Life Experiences ◽

Nonformal Education ◽

Real Life ◽

Social Emotional ◽

Education Systems ◽

Youth Movement ◽

Education Leaders ◽

Emotional Aspects

Education systems worldwide have long sought ways to engage and support learners to become self-directed and develop 21st-century skills. This became even more relevant—and crucial—with the COVID-19 pandemic restrictions. Solutions to help formal education systems establish innovative pedagogies and methods to organize learning can be found in places as unpredictable as nonformal education settings. In this study, I interviewed educators with backgrounds in nonformal education to better understand that system’s qualities and how they can be transferred into formal settings. Findings regarding practices include teachers prioritizing instructional choice (voluntarism); addressing social-emotional aspects through diverse teaching methods that emphasize students’ active learning and real-life experiences (classroom as a social group); and excelling in dialogue and teamwork to sustain solid interpersonal relationships with students and colleagues (relationships and dialogue). Educators working in nonformal settings often know they have a unique collection of difficult-to-articulate abilities. This research presents the voices of youth movement leaders in Israel, who nonformally have been doing what formal educators worldwide are trying to figure out; defines some of their skills; and explores how those skills can be applied in formal settings. This study has been published as a book in Hebrew in 2020. This paper embodies a few aspects of the study and will benefit formal education leaders and practitioners who seek to incorporate methods from nonformal pedagogies.

Download Full-text