scholarly journals Emotion knowledge, social behaviour and locomotor activity predict the mathematic performance in 706 preschool children

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Thalia Cavadini ◽  
Sylvie Richard ◽  
Nathalie Dalla-Libera ◽  
Edouard Gentaz
Keyword(s):  
Academic Success ◽  
Preschool Children ◽  
Locomotor Activity ◽  
Social Behaviour ◽  
The Political ◽  
Emotion Knowledge ◽  
Social Emotional ◽  
Academic World ◽  
Mediation Analyses ◽  
Linguistic Achievement

AbstractWhat are the foundational abilities that young children must develop at the beginning of school for their future academic success? Little is known about how emotion knowledge, social behaviour, and locomotor activity are associated and how these abilities may be predictors of academic-mathematic performance (less correlated with the children’s SES than pre-reading and linguistic achievement) in a large cohort of preschool children. Here we show that emotion knowledge, locomotor activity, social behaviour, and academic-mathematic performance are interrelated in 706 French preschool children aged 3 to 6. Mediation analyses reveal that the increase in academic-mathematic performance is explained by the increases in emotion knowledge and social behaviour and, in turn, children with a greater comprehension of emotions tend to have better locomotor skills and higher academic-mathematic scores. Additionally, sequential mediation analysis reveals that the increase in emotion knowledge, locomotor activity and social behaviour partially explains the increase in academic-mathematic performance. These results are discussed in relation to three possible mechanisms. Our findings are consistent with the political and scientific consensus on the importance of social-emotional abilities in the academic world at the beginning of school and suggest adding locomotor activity to these foundational abilities.

scholarly journals Development of preschool social emotional inventory for preschoolers: a preliminary study

2019 ◽  
Vol 8 (1) ◽  
pp. 158
Author(s):  
Goh Wah Im ◽  
Yeo Kee Jiar ◽  
Rohaya Bt. Talib
Keyword(s):  
Mental Health ◽  
Academic Success ◽  
Preschool Children ◽  
School Readiness ◽  
High Reliability ◽  
Children’S Mental Health ◽  
Children's Mental Health ◽  
Social Emotional ◽  
Emotional Competencies ◽  
Valid Instrument

<span>Social-emotional competencies have been established as important predictors in children’s mental health, school readiness and academic success. Age and developmentally appropriate screening for preschool children is important for early detection of developmental delays and early intervention. The purpose of this study is to measure preschool children’s social emotional competencies (SEC) based on the Malaysian context using the Preschool Social Emotional Competency Inventory (P-SECI) developed to provide parents, teachers and childcare professionals with a standardized, norm-referenced, reliable and valid instrument.  A pool of 50 items were created for P-SECI, representing eight clusters of social emotional competencies in children: self-awareness, social awareness, self-management, relationship management, attachment, communication, responsible decision making and pro-social skills. This pilot study involved two public Annex preschools in Johor Bahru, purposely selected with 49 preschool children as respondents. Results showed that P-SECI has a high reliability index (Alpha Cronbach-Teachers .98 and Parents .95). Initial findings also showed that Teachers and Parents differ in their evaluation of their children’s SEC according to age and gender. But for the age criteria, the mean difference is slightly wider in comparison to gender. Therefore, P-SECI is relevant in predicting children’s mental health, school readiness and academic achievement. Results from the study also showed that the inventory holds promise as a reliable and valid instrument to evaluate SEC in young children according to the <br /> Malaysian context.</span>

Educational policy shifts: A critical review of the emerging trend of mindfulness in education

2021 ◽  
pp. 147821032110372
Author(s):  
Celeste Duff
Keyword(s):  
Political Economy ◽  
Educational Policy ◽  
Critical Review ◽  
Well Being ◽  
The Political ◽  
Social Emotional ◽  
School Based ◽  
Mindfulness In Education ◽  
And Shifts ◽  
Policy Shifts

Globally, mindfulness is an emerging and innovative trend in education. Specifically, in school-based education, there has been growing excitement surrounding the implementation of mindfulness. Although policy, political and economic shifts and powers may seem quite far removed from the realities of children and mindfulness, the political economy does indeed saturate and shape children’s lives in multiple ways. The purpose of this review is to chart some of the economic and political contexts and highlight some of the shifts that may speak to the emerging trend of mindfulness in education. This critical review addresses the themes and shifts in economies and educational policy, highlights links between neuroscience-based discourses, mindfulness, social-emotional learning and emotional well-being in education.

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.

To what question is the Badiouan notion of the subject an answer? On the dialectical elaboration of the concept in his early work

2016 ◽  
Vol 43 (1) ◽  
pp. 96-120
Author(s):  
Jan-Jasper Persijn
Keyword(s):  
Direct Consequence ◽  
The Other ◽  
The Political ◽  
Academic World ◽  
Systematic Account ◽  
Political Field ◽  
Political Implications ◽  
The Subject ◽  
The One ◽  
Work Up

Alain Badiou’s elaboration of a subject faithful to an event is commonly known today in the academic world and beyond. However, his first systematic account of the subject ( Théorie du Sujet) was already published in 1982 and did not mention the ‘event’ at all. Therefore, this article aims at tracing back both the structural and the historical conditions that directed Badiou’s elaboration of the subject in the early work up until the publication of L’Être et l’Événément in 1988. On the one hand, it investigates to what extent the (early) Badiouan subject can be considered an exceptional product of the formalist project of the Cahiers pour l’Analyse as instigated by psychoanalytical discourse (Lacan) and a certain Marxist discourse (Althusser) insofar as both were centered upon a theory of the subject. On the other hand, this article examines the radical political implications of this subject insofar as Badiou has directed his philosophical aims towards the political field as a direct consequence of the events of May ’68.

scholarly journals Merit is not for everyone: the perception of black managers about their process of career mobility

2018 ◽  
Vol 25 (87) ◽  
pp. 551-567
Author(s):  
Andréa Alcione de Souza ◽  
Rafaela Cyrino Peralva Dias
Keyword(s):  
Career Mobility ◽  
Social Dimension ◽  
The Political ◽  
Social Emotional ◽  
Differential Performance ◽  
Racial Barriers ◽  
The Social ◽  
Black Managers ◽  
Belo Horizonte ◽  
Political Economic

Abstract Based on research conducted in Belo Horizonte, with 25 black managers, this article analyzes how the career mobility discourse is based on the idea of personal merit. Considering this central problem and authors such as Pierre Bourdieu, Jessé Souza and Carlos Hasenbalg, the research analyzed the assumptions, functionalities and productive character that the idea of personal merit assumes in the interviewees' discourse. The results obtained point to a perception of the process of moving up in the organization career path that has strong meritocratic components; a perception that ignores or minimizes the social, emotional, moral and economic preconditions that interfere in the differential performance obtained by individuals. Moreover, this perception implies a disqualification of any argument that reinforces the racial barriers in their upward career mobility processes, which contributes to conceal the political, economic and social dimension of racism in the country.

scholarly journals INDIVIDUALIZATION AND SOCIALIZATION OF PRESCHOOL CHILDREN

2020 ◽  
Vol 66 (2) ◽  
pp. 319-321
Author(s):  
U.K. Kyyakbayeva ◽  
◽  
A.I. Bulshekbayeva ◽  
R.E. Karimova ◽  
◽  
...  
Keyword(s):  
Preschool Children ◽  
Preschool Child ◽  
Preschool Age ◽  
The Political ◽  
Cultural Experience ◽  
The Family ◽  
Culture Enrichment ◽  
The Creation ◽  
Individual Needs ◽  
Children's Activities

Changes in the political, social and economic spheres of modern Kazakhstan society dictate the need to increase attention to the socialization of preschool children in the family and preschool organizations. The integrity of the pedagogical process is understood as the integrity of the processes of socialization and individualization of the preschool child, preservation of the child's nature and its development in culture, enrichment of individual cultural experience in the process of inclusion in the socio-cultural experience, unity of development and education. The modern pedagogical process is designed as a system of conditions that allow each child to realize individual needs and at the same time interact with the children's community. The organization of children's activities initiates the creation of children's associations in which each child performs a favorite function and simultaneously cooperates with other children. In such an educational space, the processes of socialization and individualization leading to preschool age harmoniously complement each other.

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