scholarly journals The Influence of Early Childhood Temperament on Later Social–Emotional Functioning in Youth with Cancer

2020 ◽  
Author(s):  
Victoria W Willard ◽  
Rachel Tillery ◽  
Jennifer L Harman ◽  
Alanna Long ◽  
Sean Phipps
Keyword(s):  
Early Childhood ◽  
Health Status ◽  
Psychosocial Functioning ◽  
Effortful Control ◽  
Adaptive Functioning ◽  
Strong Predictor ◽  
Personality Development ◽  
Social Emotional ◽  
Children With Cancer ◽  
Resilience Scale

Abstract Objective One of the peak incidences of childhood cancer is during the early childhood years. This is also an important time for psychosocial and personality development, and it is well known that early childhood temperament influences later psychosocial functioning. However, this association has not been examined in young children with cancer. Methods Parents of children with cancer (N = 39) and healthy comparisons (N = 35) completed an indicator of temperament (Children’s Behavior Questionnaire) when children were young (Mage=4.99 ± 1.05 years). Five years later, parents and youth completed measures of psychosocial functioning (Mage=10.15 ± 1.10 years; Behavior Assessment Scale for Children, 2nd edition and Social Emotional Assets and Resilience Scale). Results Parents of healthy comparisons reported that their children demonstrated greater surgency than youth with cancer; there were no differences in negative affect or effortful control. Children with cancer and healthy comparisons were rated similarly on measures of psychosocial functioning. Health status was not a significant predictor of later functioning, but socioeconomic status and temperament were. The influence of temperament was stronger for strengths-based functioning (e.g., social competence, adaptive functioning) versus distress (internalizing and externalizing problems). Conclusions Early childhood temperament is a strong predictor of later psychosocial functioning, regardless of health status. Findings highlight the need to consider temperament in the clinical assessment of psychosocial functioning in children with cancer. Additional research is needed to specifically assess how a diagnosis of cancer in early childhood influences temperament over time.

The development of postinstitutionalized versus parent-reared Russian children as a function of age at placement and family type

2016 ◽  
Vol 28 (1) ◽  
pp. 251-264 ◽  
Author(s):  
Robert B. McCall ◽  
Rifkat J. Muhamedrahimov ◽  
Christina J. Groark ◽  
Oleg I. Palmov ◽  
Natalia V. Nikiforova ◽  
...  
Keyword(s):  
Early Childhood ◽  
Problem Behaviors ◽  
Effortful Control ◽  
Family Type ◽  
Social Emotional ◽  
Emotional Competencies ◽  
Institutionalized Children ◽  
Standardization Sample ◽  
The Us ◽  
Catch Up

AbstractA total of 149 children, who spent an average of 13.8 months in Russian institutions, were transferred to Russian families of relatives and nonrelatives at an average age of 24.7 months. After residing in these families for at least 1 year (average = 43.2 months), parents reported on their attachment, indiscriminately friendly behavior, social–emotional competencies, problem behaviors, and effortful control when they were 1.5–10.7 years of age. They were compared to a sample of 83 Russian parents of noninstitutionalized children, whom they had reared from birth. Generally, institutionalized children were rated similarly to parent-reared children on most measures, consistent with substantial catch-up growth typically displayed by children after transitioning to families. However, institutionalized children were rated more poorly than parent-reared children on certain competencies in early childhood and some attentional skills. There were relatively few systematic differences associated with age at family placement or whether the families were relatives or nonrelatives. Russian parent-reared children were rated as having more problem behaviors than the US standardization sample, which raises cautions about using standards cross-culturally.

Kegiatan pembelajaran sebagai upaya dalam menstimulus perkembangan sosial-emosional anak usia dini

2020 ◽  
Vol 3 (1) ◽  
pp. 43-57
Author(s):  
Aghnaita Aghnaita ◽  
Ajeng Almira Salsabila ◽  
Camelia Hanik ◽  
Maulida Syafitri ◽  
Norhayani Norhayani ◽  
...  
Keyword(s):  
Early Childhood ◽  
Social Development ◽  
Emotional Development ◽  
Learning Activities ◽  
Primary Data ◽  
Social Emotional ◽  
Cultural Backgrounds ◽  
Childhood Education ◽  
Surrounding Environment ◽  
Stimulation Of

This study aims to determine the emotional social development of early childhood in Integrated Early Childhood Education Tarbiyatul Athfal UIN Antasari Banjarmasin as well as the form of learning activities undertaken as an effort to stimulate the emotional social development. The research method used is qualitative research on 6 children and learning activities that can stimulate children's emotional emotional development as primary data. Based on research conducted, the results obtained that the child's emotional social development tends to be unstable. Children often prefer to play alone. Nevertheless, children also begin to show interest in hanging out in the surrounding environment and doing play activities together. In addition, there are several factors influence, such as: social emotional experiences of children, gender differences, differences in family and cultural backgrounds, and parenting. While the form of learning activities that are pursued in the form of stimulation of children's emotional social development include: routine activities of reading Asmaul Husna and short surahs, filling in journals, playing indoor, and conducting learning activities. The activity was carried out through exemplary methods, sharing learning, and collaborative games.

Avaliação da Resiliência em Pacientes com Insuficiência Renal Crônica Submetidos à Hemodiálise / Assessment of Resilience in Patients With Chronic Kidney Disease Undergoing Hemodialysis

1970 ◽  
Vol 6 (1) ◽  
pp. 5-13
Author(s):  
Renata Izabel dos Santos ◽  
Otávia Regina Souza Costa
Keyword(s):  
Chronic Kidney Disease ◽  
Renal Failure ◽  
Health Status ◽  
Chronic Renal Failure ◽  
Kidney Disease ◽  
Renal Insufficiency ◽  
Social Economic ◽  
Descriptive Study ◽  
Psychological Resilience ◽  
Resilience Scale

RESUMOObjetivo: Avaliar o nível de resiliência dos portadores de insuficiência renal crônica em tratamento de hemodiálise. Materiais e Métodos: Estudo prospectivo, quantitativo e de abordagem descritiva. A amostra foi constituída por 61 pacientes em tratamento dialítico. Para obtenção dos resultados, foi utilizada a escala de resiliência, desenvolvida por Wagnild e Young (1993) e adaptada por Pesce et al., (2005). Foi aplicado, também, um questionário para caracterização pessoal, familiar, social, econômica e de saúde do grupo. Resultados: Foi constatado que 61% dos pacientes apresentaram tendência à resiliência. O gênero masculino obteve maior pontuação, sugerindo maior tendência à resiliência, bem como os pacientes que são praticantes de uma religião.  Conclusão: Os resultados assinalam que os pacientes em tratamento dialítico no hospital apresentam capacidade à resiliência, o que sugere melhor adaptação ao tratamento.Palavras-chave: Avaliação, Resiliência psicológica, Insuficiência renal crônica.ABSTRACTObjective: To evaluate de the level of resilience in patients with chronic renal failure undergoing dialysis. Materials and Methods: Prospective, quantitative and descriptive study. The sample consisted of 61 patients on dialysis. To obtain the results we used Resilience Scale developed by Wagnild and Young (1993) and adapted by Pesce et al., (2005). A questionnaire to characterize personal, familiar, social, economic and health status was applied. Results: It was found that 61% of patients showed trend to resilience. Males had higher scores, suggesting more likelihood to resilience, as well as patients who were practitioners of a religion. Conclusion: The results indicate that the majority of patients on dialysis have capability of resilience, which suggests better adaptation to treatment.Keywords: Evaluation, Psychological resilience, Chronic renal insufficiency.

Inkuiri Studi Islam Anak Usia Dini

2021 ◽  
Vol 13 (1) ◽  
pp. 173-188
Author(s):  
Wulan Fitri Fitriani
Keyword(s):  
Early Childhood ◽  
Early Childhood Development ◽  
Moral Values ◽  
Childhood Development ◽  
Early Age ◽  
Social Emotional ◽  
Inquiry Approach ◽  
Thinking Ability ◽  
Islamic Religion ◽  
The Republic

Early childhood is children aged 0 - 6 years, where early childhood is the most important period in the formation of the basics of personality, thinking ability, intelligence, skills and social skills, this period requires conditions and stimulation in accordance with children's needs for growth and development is achieved optimally. The aspects of early childhood development according to the Regulation of the Minister of Education and Culture of the Republic of Indonesia Number 137 of 2013 include (1) Religious and moral values ​​(2) Motoric (3) Cognitive (4) Language (5) Social - Emotional and (6) ) Art. The first aspect of development that must be developed in early childhood is the aspect of religious and moral values ​​where early childhood is able to know Allah as its creator, the Prophet Muhammad as the messenger of the Islamic religion and Al-Quran as a guide for Islam. Religious values ​​must be instilled in early childhood as the initial foundation for children to live their lives. Islam as rahmatan lil'alamin must be studied in a clear and clear way. Various kinds of approaches are offered in understanding Islam, one of which is the inquiry approach, inquiry invites children to think critically and find their own answers to questions, formulate problems, formulate hypotheses systematically and analytically. It is hoped that they will be able to instill faith and devotion in children from an early age.

scholarly journals Perkembangan Sosial dan Emosional Anak Usia Dini

2021 ◽  
Vol 4 (02) ◽  
pp. 91-102
Author(s):  
Nurhasanah Nurhasanah ◽  
Suci Lia Sari ◽  
Nova Adi Kurniawan
Keyword(s):  
Early Childhood ◽  
Positive Attitude ◽  
Success Factors ◽  
Comfort Zone ◽  
Social Emotional ◽  
Descriptive Research ◽  
The Future ◽  
Qualitative Descriptive ◽  
Group B

The undeveloped social and emotion of early childhood, especially group B students of Kindergarten As-Salam Pekan Arba Tembilahan takes a serious teachers intention since it is one of many success factors in the future. There needs an extra-efforts to develop from teachers. This research is to discover the teachers’ efforts and factors that follow the development of social-emotional of group B students of TK As-Salam Pekan Arba Tembilahan. This is qualitative descriptive research. The data were collected over interviews, observation, and documentation. The data analyzing technique was triangulation data. The findings showed that the teacher already did many efforts to develop the students’ social and emotions, such as (1) putting attention to them, (2) introducing positive and negative, and its impact on storytelling, (3) giving a comfort zone, (4) practicing positive attitude in the school, (5) reinforcing students by giving salutations and rewards, (6) giving facilities to choose and actualize their hobby, and (7) doing communication between teacher and students.

scholarly journals Implementasi metode bermain peran untuk meningkatkan kecerdasan interpersonal anak usia 5-6 tahun di TK Barunawati

2015 ◽  
Vol 2 (1) ◽  
pp. 85
Author(s):  
Sumanti M. Saleh ◽  
Sugito Sugito
Keyword(s):  
Early Childhood ◽  
Data Analysis ◽  
Action Research ◽  
Role Playing ◽  
Descriptive Statistics ◽  
Social Emotional ◽  
Analysis Techniques ◽  
Field Notes ◽  
Group B ◽  
Teacher Assistant

Penelitian ini bertujuan untuk meningkatkan kecerdasan interpersonal anak usia 5-6 tahun di TK Barunawati Kota Ternate dan seberapa besar peningkatan kecerdasan inter-personal anak usia 5-6 tahun dengan menggunakan metode bermain peran. Jenis penelitian ini adalah penelitian tindakan kelas yang dilaksanakan dalam II siklus. Subjek dalam penelitian ini adalah anak didik kelompok B di TK Barunawati Kota Ternate yang berjumlah 25 orang. Kolabolator dalam penelitian adalah guru kelas B, sebagai pelaksana tindakan, peneliti sebagai observer dan guru pendamping sebagai pembantu observer. Pengumpulan data dilakukan melalui observasi, catatan lapangan dan dokumentasi. Observasi meliputi proses pembelajaran sosial emosional dan kecerdasan interpersonal anak. Catatan lapangan digunakan untuk melihat permasalahan yang dihadapi selama pembelajaran. Dokumentasi digunakan untuk memperoleh data yang berbentuk foto. Teknik analisis data dilakukan dengan menggunakan statistik deskriptif sederhana. Data dianalisis secara kuantitatif dan kualitatif. Hasil penelitian ini menunjukkan bahwa kecerdasan interpersonal anak usia dini dapat ditingkatkan melalui metode bermain peran. Peningkatan tersebut sebesar 76%.Kata Kunci: metode bermain peran (role playing), kecerdasan interpersonal, anak usia dini. The Implementation of Role Playing Method to Improve Interpersonal Intelligence of Children Aged 5-6 Years in Kindergarten Barunawati AbstractThe study aims to increase interpersonal intelligence of children aged 5-6 years in kindergarten Barunawati Ternate City and how much the increase in interpersonal intelligence of children aged 5-6 years using role playing methods. This research is a classroom action research conducted in two cycles. The subjects in this study are students in kindergarten group B Barunawati Ternate City amounting to 25 people. The collaborators in this research were the B-grade teachers acting as the executor, while the researcher was an observer and as a teacher assistant in the observation. The data were collected through observation, notes field and documentation. Observations included the process of learning social emotional and childrens interpersonal intelligence. Field notes were used to see the problems faced during the learning. Documentation used to obtain data in the form of photos. The data analysis techniques used simple descriptive statistics. The data were analyzed quantitatively and qualitatively. The results of this study shows that early childhood interpersonal intelligence can be improved through the role playing methods. The increase in the amout of 76%.Keywords: role playing method, interpersonal intelligence, early childhood

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