Enhancing social-emotional skills in at-risk preschool students through Theraplay based groups: The Sunshine Circle Model.

2017 ◽  
Vol 26 (4) ◽  
pp. 185-195 ◽  
Author(s):  
Catherine Tucker ◽  
Kay Schieffer ◽  
T. J. Wills ◽  
Courtney Hull ◽  
Quillian Murphy
Keyword(s):  
At Risk ◽  
Social Emotional ◽  
Emotional Skills ◽  
Preschool Students ◽  
Circle Model

scholarly journals An Exploration of the Nature of Social Interactions Between Preschool Students with Diverse Social-Emotional Skills During Engineering Activities

2021 ◽  
Author(s):  
Gurupriya Ramanathan
Keyword(s):  
At Risk ◽  
Social Skills ◽  
Problem Solving ◽  
Social Interactions ◽  
Peer Interactions ◽  
Future Research ◽  
Social Emotional ◽  
Problem Solving Skills ◽  
Emotional Skills ◽  
Preschool Students

Peer interactions are a significant part of school experiences and influence children’s adjustment to school, however preschool students with and at-risk for disabilities are found to display a unique trajectory of social development, often requiring intentional instruction in social skills. A variety of interventions have been designed to support these students; however, they target foundational skills such as inviting peers to play and taking turns with materials, leaving a gap in the research on more complex social skills such as collaboration and joint problem-solving. The engineering design process (EDP) is a cyclical method that students follow to collectively build a solution to a problem. Engineering encompasses hands-on activity, inquiry, teamwork, and other instructional practices that develop students’ collaboration and problem-solving skills. Given that preschool students with or at-risk for disabilities require further support in social skills such as collaboration and problem-solving, and engineering activities provide naturally embedded opportunities for collaboration, students’ engagement in the EDP working along with peers is a gap in the research that needs to be explored. The purpose of this study was to explore the nature of social interactions that take place between preschool students with diverse social-emotional skills when engaging in engineering activities using a qualitative single case study design. Thirteen preschool students and one preschool teacher participated in this study wherein four engineering activities were implemented in the classroom over a four-week period. Analysis of video clips of student participation in the four activities as well as teacher interviews revealed two distinct patterns of social interactions among students: a) collaboration: wherein students assigned responsibilities to each other and completed the activities in small groups; and b) “baby steps” towards collaboration: wherein students needing teacher support worked intermittently with peers. A third emergent finding concerns the nature of materials provided during these activities and the possibilities those provided for students to work together. The importance of these engineering activities in providing the platform for students with diverse needs to work together and engage in authentic peer interactions is discussed. Implications of these findings and recommendations for future research including how students with disabilities can access and meaningfully participate in similar inquiry-driven activities as well as the teacher’s role in supporting their participation is discussed.

PRESCHOOL CHILDREN'S INTEREST, SOCIAL-EMOTIONAL SKILLS, AND EMERGENT MATHEMATICS SKILLS

2016 ◽  
Vol 53 (4) ◽  
pp. 390-403 ◽  
Author(s):  
Greta L. Doctoroff ◽  
Paige H. Fisher ◽  
Bethany M. Burrows ◽  
Maria Tsepilovan Edman
Keyword(s):  
Social Emotional ◽  
Emotional Skills ◽  
Mathematics Skills ◽  
Emergent Mathematics

Cross-country comparability of a social-emotional skills assessment designed for youth in low-resource environments

2021 ◽  
Vol 21 (3-4) ◽  
pp. 182-219
Author(s):  
Nina Menezes Cunha ◽  
Andres Martinez ◽  
Patrick Kyllonen ◽  
Sarah Gates
Keyword(s):  
Skills Assessment ◽  
Social Emotional ◽  
Emotional Skills ◽  
Low Resource ◽  
Cross Country

scholarly journals Walking the Talk: Enhancing Future Teachers’ Capacity to Embed Social-Emotional Learning in Middle Years Classrooms

2018 ◽  
Vol 8 (3) ◽  
pp. 143
Author(s):  
Katherine Main
Keyword(s):  
Academic Success ◽  
Classroom Climate ◽  
Social Emotional ◽  
Emotional Competencies ◽  
Emotional Skills ◽  
Assessment Task ◽  
Social And Emotional ◽  
Social And Emotional Skills ◽  
Significant Difference ◽  
Poor Outcomes

Early adolescence marks a developmental period during which there is a window of opportunity to explicitly teach and make a significant difference in a young person’s development of social and emotional competencies (SECs). All students can benefit from the inclusion of SECs and failing to develop such SECs can result in poor outcomes in several domains including personal, social, and academic outcomes. Research on social and emotional programs for young adolescent learners has shown that a ‘skills and drills’ approach is far less effective than focusing on mind-sets and classroom climate. Although the role teachers play in explicitly teaching and supporting young adolescents’ SECs has been recognised, teachers have reported a lack of confidence in knowing what, and how to teach these skills. This paper reports on a teacher education course that embedded social and emotional skills into both coursework design and assessment expectations. Results drawn from an analysis of students’ responses to their main assessment task showed that pre-service teachers had a growing awareness of SECs and, in particular, were able to recognise the importance of focusing on the building of students’ SECs to support academic success across a broad range of curriculum areas.

scholarly journals Quality of life in children with congenital heart disease after cardiac surgery

2018 ◽  
Vol 57 (6) ◽  
pp. 285
Author(s):  
Sindy Atmadja ◽  
Tina Christina Tobing ◽  
Rita Evalina ◽  
Sri Sofyani ◽  
Muhammad Ali
Keyword(s):  
Quality Of Life ◽  
At Risk ◽  
Congenital Heart Disease ◽  
Cardiac Surgery ◽  
Heart Disease ◽  
Congenital Heart ◽  
Case Group ◽  
Healthy Children ◽  
Social Emotional

Background Major achievements in congenital heart disease (CHD) treatment over the past 20 years have altered the course and prognosis of CHD. Improvement of quality of life (QoL) is now a major goal of CHD treatment.Objective To assess the QoL in children after cardiac surgery for CHD.Methods A cross-sectional study was performed in children aged 2 to 18 years. The case group had 20 children with a history of corrective heart surgery in the 12 months prior to the study. The control group had 20 healthy children, age-matched  to the case group. The QoL of both groups was assessed by Pediatric Quality of Life Inventory (PedsQL) Generic Core Scales. The same post-operative children were also assessed with the PedsQL Cardiac Module. Data were analyzed using T-test with P < 0.05 as the level of significance.Results This study recruited 40 subjects: 20 post-operative and 20 healthy children. PedsQL Generic Core Scales assessment showed significant differences between groups in the physical function parameter of QoL (P<0.05) in children aged 13-18 years, but there were no significant differences in the social, emotional, and school function parameters. In children aged 2-12 years, there were no significant differences in physical, social, emotional, or school parameters. The PedsQL Cardiac Module assessment revealed that 35% of post-operative children was at risk for physical appearance problems, 80% was at risk for anxiety problems, 40% was at risk for cognitive problems, and 80% was at risk for communication problems.Conclusion Thirteen to 18-year-old children with non complex CHD have poorer physical function than healthy children. Post operative children are at risk for physical appearance, anxiety, cognitive, and communication problems.

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