The role of emotion regulation and temperament in the prediction of the quality of social relationships in early childhood

2016 ◽  
Vol 188 (8) ◽  
pp. 1147-1163 ◽  
Author(s):  
Daniel G. Séguin ◽  
Beth MacDonald
Keyword(s):  
Early Childhood ◽  
Emotion Regulation ◽  
Social Relationships

scholarly journals A Social Neuroscience Approach to Interpersonal Interaction in the Context of Disruption and Disorganization of Attachment (NAMDA)

2020 ◽  
Author(s):  
Lars White ◽  
Charlotte Catharina Schulz ◽  
Margerete Schött ◽  
Melanie Kungl ◽  
Jan Keil ◽  
...  
Keyword(s):  
Early Childhood ◽  
Emotion Regulation ◽  
Mental Representations ◽  
Brain Regions ◽  
Social Neuroscience ◽  
Neural Structure ◽  
Internal Working ◽  
Neuroscience Research ◽  
Attachment Disruption

Humans are strongly dependent upon social resources for allostasis and emotion regulation. This applies especially to early childhood because humans – as an altricial species – have a prolonged period of dependency on support and input from caregivers who typically act as sources of co-regulation. Accordingly, attachment theory proposes that the history and quality of early interactions with primary caregivers shape children’s internal working models of attachment. In turn, these attachment models guide behavior, initially with the set goal of maintaining proximity to caregivers, but eventually paving the way to more generalized mental representations of self and others. Mounting evidence in nonclinical populations suggests that these mental representations coincide with differential patterns of neural structure, function, and connectivity in a range of brain regions previously associated with emotional and cognitive capacities. What is currently lacking, however, is an evidence-based account of how early adverse attachment-related experiences and/or the emergence of attachment disorganization impact the developing brain. While work on early childhood adversities offers important insights, we propose that how these events become biologically embedded crucially hinges on the context of the child-caregiver attachment relationships in which the events take place. Our selective review distinguishes between direct social neuroscience research on disorganized attachment and indirect maltreatment-related research, converging on aberrant functioning in neurobiological systems subserving aversion, approach, emotion regulation, and mental state processing in the wake of severe attachment disruption. To account for heterogeneity of findings, we propose two distinct neurobiological phenotypes characterized by hyper- and hypo-arousal primarily deriving from the caregiver serving either as a threatening or as an insufficient source of co-regulation, respectively.

scholarly journals Teacher Standards and Professionalism

2021 ◽  
Author(s):  
◽  
Pauline Barnes
Keyword(s):  
Early Childhood ◽  
Secondary School Teachers ◽  
Secondary Data ◽  
Collective Responsibility ◽  
Positive Influence ◽  
Teaching Profession ◽  
Teacher Professionalism ◽  
Policy Makers

<p>The focus of this research is teacher professionalism in New Zealand and the possible role of the ‘Standards for the Teaching Profession’ that were released in 2017, in strengthening the quality of teaching. Evidence suggests that the quality of teachers’ work is an important factor in students’ success. So, a challenge for education policy-makers is to create a system that encourages and enables teachers to be high quality and motivated to keep improving. The literature suggests a strategy to enable this is to encourage a mature profession, where teachers take collective responsibility for improvement. Standards for teachers can be a positive influence on improving teacher practice when their use is balanced between regulatory and development functions, so that they are a catalyst for professional development. This research involved 45 teachers in English Medium settings participating in sector specific focus groups for early childhood, primary school and secondary school teachers, a review of policy documents and secondary data from Education Council workshops. The analysis suggests that aspects of organisational professionalism influence the environment, although most teachers did not consciously align themselves to this discourse. There appeared to be some differences between sectors, with those in early childhood aligning more closely to their organisation than other teachers and feeling like they were not accepted as a legitimate part of the teaching profession. Although teachers were generally positive about the new standards, few teachers considered using them for reflection or professional conversations outside of formal appraisal. The aspiration presented in literature of a mature profession that works collaboratively with a mix of stakeholders to combine expertise, ask tough questions to create solutions and grows professional knowledge was not apparent, however teachers identified opportunities to shift the profession towards this discourse.</p>

Close social relationships and loneliness: the role of subjective age

2019 ◽  
pp. 1-5 ◽  
Author(s):  
Naama Spitzer ◽  
Dikla Segel-Karpas ◽  
Yuval Palgi
Keyword(s):  
Older Adults ◽  
Social Relationships ◽  
Negative Relationship ◽  
Community Dwelling ◽  
Subjective Age ◽  
Perceptions Of Aging ◽  
The Relationship ◽  
Moderating Role

Abstract Loneliness is considered a major issue, often negatively influencing the quality of life of individuals of all ages, and of older adults, in particular. The aims of this study are: (1) to assess the association between close social relationships and loneliness; and (2) to examine the moderating role of subjective age in this association. Married or cohabiting community-dwelling Israelis in the second half of life (N = 360) were interviewed and reported on their close social relationships, their level of loneliness, and their subjective age. The number of close social relationships was found to have a negative relationship with loneliness. Moreover, subjective age was found to moderate the relationship between close social relationships and loneliness, such that the association was weaker for those with older subjective age. Those with older subjective age are often not able to benefit from close social relationships to alleviate loneliness as much as their younger-subjective-age counterparts. Efforts to address older adults’ loneliness should consider focusing on older adults’ perceptions of aging.

Why the block is the block

2011 ◽  
Vol 1 (2) ◽  
pp. 239-260 ◽  
Author(s):  
L. David Ritchie
Keyword(s):  
Quality Of Life ◽  
Social Relationships ◽  
Simulation Theory ◽  
Community Safety ◽  
Urban Neighborhood ◽  
Close Attention ◽  
Perceptual Simulation ◽  
Diverse Community

This study combines Discourse Dynamics (Cameron, 2007) with Perceptual Simulation Theory (Barsalou, 2007; Gibbs, 2006), to analyze a sample of talk among residents of an urban neighborhood about topics related to community safety and the quality of life in their community. The results demonstrate the role of casual conversation in structuring complex social relationships, and the usefulness of close attention to metaphors, story-telling, and humor. By their use, re-use, and development of metaphors and stories the participants in this conversation express and reinforce the patterns of sociability and mutual watchfulness that contribute to a feeling of safety and comfort in their neighborhood, resolve contradictions inherent in life in a diverse community, and cultivate mutual commitment to maintaining the neighborhood as a pleasant community in which to live and raise children.

THE AUTHORITY OF AN EARLY CHILDHOOD EDUCATION TEACHER IN THE PERCEPTION OF CHILDREN AND PARENTS

2019 ◽  
Vol 19 ◽  
pp. 121-131
Author(s):  
Teresa Parczewska
Keyword(s):  
Early Childhood ◽  
Social Life ◽  
Quality Of Education ◽  
Education Teacher ◽  
Childhood Education ◽  
Authority Figure ◽  
Children And Parents ◽  
The Social

Every person – regardless of place of residence, age, sex, or social status – needs an authority figure, someone they can trust, someone who serves as their source of inspiration and a beacon of hope. However, numerous contemporary researches point out to the existence of a crisis in terms of personal examples, the decline in the quality of education both at home and at school, and the worrisome rise in consumerist and egotistical attitudes which results in pathologies of various shape and form and consequently leads to the general deg¬radation of society. The social life transformations necessitate the introduction of changes to education and the image and authority of a teacher. The purpose of this article is to highlight the role of authority in education, show teacher as a figure of authority as perceived by pupils and their parents, and their expectations and preferences as well as to attempt to define the future of authority in the changing world.

scholarly journals Pelatihan Metode Pembelajaran MASAK (Mudah, Asyik, Santai, Aktif, Kreatif terhadap Penguasaan Kosakata dan Mendengarkan Bahasa Inggris Guru PAUD RA Bintang Sembilan Cipayung Depok

2020 ◽  
Vol 3 (4) ◽  
pp. 378
Author(s):  
Sugianti Somba ◽  
Ria Saraswati
Keyword(s):  
Early Childhood ◽  
Community Service ◽  
Learning Activities ◽  
Teaching English ◽  
Learning Methods ◽  
English Speaking ◽  
The Right ◽  
Quality Learning

<p>Learning is the process of interaction between students between students and educators by involving parents and learning resources in the atmosphere of learning and playing in PAUD units or programs. Learning activities in early childhood are essentially concrete curriculum development in the form of a set of plans that contain a number of learning experiences through play given to early childhood based on the potential and developmental tasks that must be mastered in order to achieve the competencies that must be possessed by children. Learning methods that can be used in teaching English in kindergarten are MASAK learning methods (Easy, Fun, Casual, Active, Creative). It aims to foster children's courage in expression in English so that children are interested in ongoing learning activities. The MASAK learning model invites children to directly interact with their friends, take action, and is a fun activity, so that children will easily remember vocab or vocabulary. The role of a teacher in providing learning media that is interesting and easy for children to understand is needed. Explicitly, this activity aims to explain the procedures and benefits of applying the MASAK learning method in vocabulary learning and English speaking skills to the teachers PAUD RA Bintang Sembilan Cipayung, Depok. From the results of the implementation of community service activities, several conclusions are given as follows: (1) The COOK Method (Easy, Fun, Casual, Active, Creative) is one of the right methods to be used in teaching English, especially vocabulary and listening to children with fun and easy way. (2) Teachers can utilize the use of the COOK method in conveying learning about mastering English vocabulary. (3) Schools can utilize the COOK method to support learning so as to improve the quality of learning and produce quality learning.</p>

scholarly journals Peran Sekolah dalam Membentuk Keterampilan Wirausaha Berbasis Tauhid di SD Entrepreneur Muslim Alif-A Piyungan Bantul Yogyakarta

2017 ◽  
Vol 2 (2) ◽  
pp. 359-377
Author(s):  
Widia Riska Wahyuni ◽  
Wiji Hidayati
Keyword(s):  
Qualitative Research ◽  
Early Childhood ◽  
Daily Activities ◽  
Basic Principles ◽  
Islamic School ◽  
Knowledge And Skills ◽  
Entrepreneurial Skills ◽  
Thematic Learning

This study aims to determine the roles and ways undertaken by schools in inculcating the character of entrepreneurial-based tauhid in order to be able to help learners gain knowledge about entrepreneurship from early childhood as well as help to build quality of Islamic School with high trust and quality. This research is a qualitative research conducted at Entrepreneur Elementary School Muslim ALIF-A Piyungan Bantul Yogyakarta. The data is collected using observation, interviews and documentation. The results of this study are: firstly, the role of schools in the formation of students’ entrepreneurial skills  is demonstrated by activities in schools to acquire knowledge and skills by assisting learners in shaping character and personality, and be able to interact with their environments through integrated thematic learning. Learners have to be active, and are encouraged to recognize and accept the values of entrepreneurship in developing the ability of learners to perform daily activities. Secondly, in the formation of entrepreneurial character, the school has six basic principles, they are: educative, effective, strategic, empirical, leadership, and productive through three learning zones, namely spiritual zone, learning zone, and entrepreneur zone based on the character of each program. Thirdly, the results of the system can be seen from the students’ attitude of independent, tawakkal, creative, innovative, confident, discipline, have a sense of responsibility and tolerate others.

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