School-based Resilience: How an Urban Public High School Reduced Students' Risk Exposure and Promoted their Social-Emotional Development and Academic Success

Playing is an activity that is very important for the growth and development of children. Playing must be done at the initiative of the child and on the decision of the child itself, carried out with pleasure, so that all playful activities will produce a learning process in the child. Playing can also stimulate various children's developments such as physical-motoric, cognitive, logical-mathematical, language, moral-religious, social-emotional and artistic. Through playing, children's creativity will be built up and develop optimally. Children's social-emotional development in principle children learns through social interaction, both with adults and with peers. Social development has a positive impact on children's development. Social development supports communication skills, academic success, and adaptation in schools, and strengthens peer relationships and creates a positive environment in learning. Therefore, this competence must be developed early on optimally. One way to develop emotional social competence in early childhood is through play. Playing can be used as an alternative media in developing social-emotional early childhood

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The Impact of Preschool Social-Emotional Development on Academic Success of Elementary School Students

Psychology ◽

10.4236/psych.2013.411112 ◽

2013 ◽

Vol 04 (11) ◽

pp. 787-791 ◽

Cited By ~ 3

Author(s):

Merita Shala

Keyword(s):

Elementary School ◽

Academic Success ◽

Elementary School Students ◽

Emotional Development ◽

Social Emotional Development ◽

Social Emotional ◽

School Students ◽

The Impact

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Building spaces for literacy in school: mapping the emergence of a literacy makerspace

English Teaching Practice & Critique ◽

10.1108/etpc-03-2018-0033 ◽

2018 ◽

Vol 17 (4) ◽

pp. 357-370 ◽

Cited By ~ 3

Author(s):

Amy Stornaiuolo ◽

T. Philip Nichols ◽

Veena Vasudevan

Keyword(s):

High School ◽

Design Research ◽

Longitudinal Design ◽

Public High School ◽

Literacy Practice ◽

Multiple Perspectives ◽

Content Type ◽

School Structures ◽

School Based ◽

Urban Public High School

Purpose Building on the growing interest in school-based “making” and “makerspaces,” this paper aims to map the emergence of a literacy-oriented makerspace in a non-selective urban public high school. It examines how competing conceptions of literacy came to be negotiated as students and teachers shaped this new space for literacy practice, and it traces how the layered uses of the space, in turn, reworked understandings of literacy in the larger school community. Design/methodology/approach Part of a longitudinal design-research partnership with an urban public high school, the paper draws on two years of ethnographic data collection to follow the creation, development and uses of a school-based literacy-oriented makerspace. Findings Using notions of “re-territorialization,” the paper examines how the processes of designing, mapping and building a literacy lab offered space for layered and contested purposes that instantiated more expansive views of literacy in the school – even as it created new frictions. In presenting two analytic mappings, the paper illustrates how mapping can offers resources for people to make and remake the spaces they inhabit, a form of worldmaking that can open possibilities for reshaping the built world in more just and equitable ways. Originality/value The study offers insights into how mapping can serve as a research and pedagogical resource for making legible the emergent dimensions of literacy practice across time and spaces and the multiple perspectives that inform the design and use of educational spaces. Further, it contributes to a growing literature on “making” and literacy by examining how informal making practices are folded into formal school structures and considering how this reconfigures literacy learning.

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Individual differences, social attention, and the history of the social motivation hypotheses of autism

Behavioral and Brain Sciences ◽

10.1017/s0140525x18002509 ◽

2019 ◽

Vol 42 ◽

Author(s):

Peter C. Mundy

Keyword(s):

Individual Differences ◽

Early Development ◽

Emotional Development ◽

Social Motivation ◽

Social Attention ◽

Social Emotional Development ◽

Social Emotional ◽

Precise Understanding ◽

The Social ◽

History Of

Abstract The stereotype of people with autism as unresponsive or uninterested in other people was prominent in the 1980s. However, this view of autism has steadily given way to recognition of important individual differences in the social-emotional development of affected people and a more precise understanding of the possible role social motivation has in their early development.

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