The Oxford Handbook of Developmental Psychology, Vol. 2

2013 ◽  
Keyword(s):  
Emotion Regulation ◽  
Social Behavior ◽  
Social Development ◽  
Peer Relationships ◽  
Emotional Development ◽  
Developmental Psychology ◽  
Gender Development ◽  
Risk And Resilience ◽  
Future Directions ◽  
Volume Editor

This volume synthesizes and integrates the broad literature in the subdisciplines of developmental psychology. The volume features an opening chapter by the volume editor outlining the organization of the field, as well as a concluding chapter in which the volume editor outlines future directions for developmental psychology. This volume synthesizes the developmental psychological literatures in such areas as personality and emotional development, emotion regulation, social development, peer relationships, play, gender development, self-conceptualizing, aggression and anti-social behavior, and risk and resilience in development.

scholarly journals MENGEMBANGKAN SOSIAL EMOSIONAL ANAK USIA DINI MELALUI BERMAIN

Generasi Emas ◽  
2019 ◽  
Vol 2 (1) ◽  
pp. 47
Author(s):  
Mira Yanti Lubis
Keyword(s):  
Early Childhood ◽  
Academic Success ◽  
Social Development ◽  
Peer Relationships ◽  
Communication Skills ◽  
Emotional Development ◽  
Positive Impact ◽  
Mathematical Language ◽  
Social Emotional Development ◽  
Social Emotional

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

Social Development

2020 ◽  
Author(s):  
Ross D. Parke
Keyword(s):  
Social Development ◽  
Cognitive Processes ◽  
Developmental Psychology ◽  
Developmental Changes ◽  
Social Emotional ◽  
Future Directions ◽  
Current Period ◽  
The Social ◽  
History Of ◽  
Time Periods

Social development is the sub area of developmental psychology that concerns the description of children’s development of relationships with others, their understanding of the meaning of their relationships with others, and their understanding of others’ behaviors, attitudes, and intentions. The examination of the social, emotional, biological, and cognitive processes that account for these developmental changes in social development are of interest as well. The historical shifts in the understanding of social development from Darwin to the present can be traced by an examination of the major theoretical and methodological advances that have characterized this area of inquiry. The history of social development is divided into five time periods—the beginning years (1880–1915), a period of conceptual clashes (1915–1940), a period of expansion (1940–1960), an era that saw the rise of contemporary themes (1960–1985), and the current period (from 1985 to 2019). Finally, future directions and unresolved issues are noted.

Childhood: Social Development

2019 ◽  
pp. 202-238
Author(s):  
Scott A. Miller
Keyword(s):  
Emotion Regulation ◽  
Social Development ◽  
Peer Relations ◽  
Social Relations ◽  
Emotional Development ◽  
Social Worlds ◽  
Role Development ◽  
Gender Role Development ◽  
And Gender

This chapter provides a complement to the previous chapter through a consideration of parents’ beliefs about children’s social development. Five topics are considered: emotional development (including emotion recognition and emotion regulation), aggression (including bullying), moral development, peer relations, and gender-role development. These topics are not neatly compartmentalized; rather, aspects of two or more often flow together as children deal with their social worlds. Controlling one’s emotions, for example, may be necessary to avoid an aggressive act, which in turn may help to maintain good social relations with others. The author explores these interrelations throughout the chapter.

“Paint It Black”

2018 ◽  
Vol 39 (4) ◽  
pp. 196-203 ◽  
Author(s):  
Oulmann Zerhouni ◽  
Johan Lepage
Keyword(s):  
Emotion Regulation ◽  
Conditioned Stimulus ◽  
Evaluative Conditioning ◽  
Maladaptive Behaviors ◽  
Future Directions ◽  
Contingency Awareness ◽  
Difficulties In Emotion Regulation

Abstract. The present study is a first attempt to link self-reported difficulties in everyday emotion regulation (ER) with evaluative conditioning (EC). We conducted a within-subject study in which participants (n = 90) filled the Difficulties in Emotion Regulation Scale (DERS) and were exposed to neutral conditioned stimulus (CS) paired with mildly or highly arousing negative unconditioned stimuli (USs) and positive USs. Participants then filled a contingency awareness measure. Results showed (i) that CSs paired with highly arousing negative USs were more negatively evaluated, (ii) that the EC effect with highly and mildly arousing negative USs was stronger among participants with greater self-reported difficulties in everyday ER. Moreover, participants were more likely to be aware of the CS-US contingencies with highly (vs. mildly) arousing negative USs. Implications for the understanding of maladaptive behaviors and for future directions in EC research are discussed.

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.

OPTIMALISASI PENGELOLAAN PERKEMBANGAN SOSIAL EMOSI ANAK USIA DINI

Edupedia ◽  
2019 ◽  
Vol 4 (1) ◽  
pp. 59-66
Author(s):  
Khulusinniyah ◽  
Farhatin Masruroh
Keyword(s):  
Early Childhood ◽  
Social Development ◽  
Social Relationships ◽  
Emotional Development ◽  
Emotional Reactions ◽  
Early Age ◽  
Important Thing ◽  
Emotion Development ◽  
Social Emotion ◽  
The Social

The social-emotionaldevelopment of children is important to be developed from an early age. The emotionaldevelopment in early childhood, takes place simultaneously with their social development. Even there is claim that their emotional development is influenced by their social development. Itcaused by the emotional reactions displayed by early childhood as a response to the social relationships that they live with other people. The emotional development of early childhood can also affect the sustainability of social relationships. Stimulation is an important thing to give by early childhood educators and parents so they can optimize their social emotion development. With this treatment, they can grow into the life ready person in facing the complex future.

Gender, Dispositions, Peer Relations, and Identity

2018 ◽  
Author(s):  
Campbell Leaper
Keyword(s):  
Theoretical Model ◽  
Peer Relations ◽  
Role Models ◽  
Peer Groups ◽  
Well Being ◽  
Physical Characteristics ◽  
Physical Activities ◽  
Gender Development ◽  
Future Directions ◽  
Same Gender

This chapter considers possible ways that peer relations, group identity, and dispositional preferences are interrelated and contribute to children’s gender development. The author advances an integrative theoretical model of gender development that bridges complementary theories by linking sex-related dispositions and physical characteristics to the process of assimilation within same-gender peer groups. Research suggests some (but not all) children have strong behavioral dispositions (temperaments and intense interests) and physical characteristics that are either highly compatible or highly contradictory with culturally valued in-group prototypes (e.g., boys strongly inclined toward physical activities vs. dress-up play, respectively). These children may either become same-gender role models or disidentify with the gender in-group, respectively. In contrast, children without strong dispositions may be most amenable to developing a broad repertoire of interests when provided opportunities and encouragement. Implications of this model for the development and well-being of children as well as future directions for research are discussed.

The Social Development Model

2018 ◽  
pp. 223-247 ◽  
Author(s):  
Christopher Cambron ◽  
Richard F. Catalano ◽  
J. David Hawkins
Keyword(s):  
General Theory ◽  
Social Development ◽  
Human Behavior ◽  
Explanatory Power ◽  
Development Model ◽  
Antisocial Behaviors ◽  
Future Directions ◽  
Social Development Model ◽  
The Social ◽  
Empirical Tests

This chapter presents an overview of the social development model (SDM)—a general theory of human behavior that integrates research on risk and protective factors into a coherent model. The goal of this synthesis is to provide more explanatory power than its component theories. This chapter first specifies the model constructs and their hypothesized relationships to prosocial and antisocial behaviors. It then provides a synthesis of what has been learned from empirical tests of social development hypotheses for predicting pro- and antisocial behaviors. This chapter also highlights interventions derived from the SDM and summarizes their impact on pro- and antisocial behaviors. Finally, the chapter concludes by presenting future directions for SDM-based research.

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