scholarly journals P083 Age of Nap Cessation and Short-term Social-Emotional Functioning in Early Childhood

2021 ◽  
Vol 2 (Supplement_1) ◽  
pp. A48-A48
Author(s):  
A Loeffler ◽  
P Rankin ◽  
K Thorpe ◽  
S Staton
Keyword(s):  
Early Childhood ◽  
Social Skills ◽  
Young Children ◽  
Parent Report ◽  
Social Emotional ◽  
Emotional Outcomes ◽  
Report Data ◽  
Daytime Nap ◽  
Children’S Sleep ◽  
The Relationship

Abstract Background Daytime nap cessation, in which sleep transitions from biphasic to monophasic sleep, is a common feature of early childhood sleep patterns. Yet, to date, understanding of the meaning of this transition for children’s development is not well understood. The aim of this study is to investigate the relationship between the age of nap cessation and behavioral and social functioning in young children. Methods Parent report data from the Effective Early Educational Experiences (E4Kids) study of N=1700 children from across Queensland and Victoria is analysed. Data on age of nap cessation, Strengths and Difficulties Questionnaire (SDQ), and Social Skills Improvement Scale (SSIS) is examined to determine whether age of nap cessation is associated with internalizing and externalizing behaviour and social skills in early childhood. Progress to date Data collection and cleaning are complete. Initial descriptive analyses and identification of significant covariates are underway, and final regressions will be run shortly. Intended outcome/ Impact This study provides new evidence on the relationship between age of napping cessation and social-emotional outcomes in young children. Such evidence is important for building an understanding of the role of sleep cessation in children’s early development, and to inform practitioners and parents responsible for supporting children’s sleep.

Development of an Empathy Rating Scale for Young Children

Assessment ◽  
2021 ◽  
pp. 107319112110386
Author(s):  
Eva R. Kimonis ◽  
Natasha Jain ◽  
Bryan Neo ◽  
Georgette E. Fleming ◽  
Nancy Briggs
Keyword(s):  
Factor Analysis ◽  
Early Childhood ◽  
Young Children ◽  
Rating Scale ◽  
Parent Report ◽  
Personal Distress ◽  
Confirmatory Factor ◽  
Empathy Scale ◽  
Item Scores ◽  
Amazon's Mechanical Turk

Empathy is critical to young children’s socioemotional development and deficient levels characterize a severe and pervasive type of Conduct Disorder (i.e., with limited prosocial emotions). With the emergence of novel, targeted early interventions to treat this psychopathology, the critical limitations of existing parent-report empathy measures reveal their unsuitability for assessing empathy levels and outcomes in young children. The present study aimed to develop a reliable and comprehensive parent-rated empathy scale for young children. This was accomplished by first generating a large list of empathy items sourced from both preexisting empathy measures and from statements made by parents during a clinical interview about their young child’s empathy. Second, this item set was refined using exploratory factor analysis of item scores from parents of children aged 2 to 8 years (56.6% male), recruited online using Amazon’s Mechanical Turk. A five-factor solution provided the best fit to the data: Attention to Others’ Emotions, Personal Distress (i.e., Emotional Contagion/Affective Empathy), Personal Distress–Fictional Characters, Prosocial Behavior, and Sympathy. Total and subscale scores on the new “Measure of Empathy in Early Childhood” (MEEC) were internally consistent. Finally, this five-factor structure was tested using confirmatory factor analysis and model fit was adequate. With further research into the validity of MEEC scores, this new rater-based empathy measure for young children may hold promise for assessing empathy in early childhood and advancing research into the origins of empathy and empathy-related disorders.

scholarly journals Alexithymia and Autistic Traits: Associations With Social and Emotional Challenges Among College Students

2021 ◽  
Vol 15 ◽  
Author(s):  
Potheini Vaiouli ◽  
Georgia Panayiotou
Keyword(s):  
Young Adults ◽  
Emotion Regulation ◽  
Social Skills ◽  
Social Communication ◽  
Significant Relationship ◽  
Autistic Traits ◽  
Emotional Difficulties ◽  
Social Emotional ◽  
Emotional Challenges ◽  
The Relationship

Background: Alexithymia is a multifaceted personality construct defined by marked difficulties in identifying and describing feelings and in externally oriented thinking. Given its intrinsic role in social-emotional processing, alexithymia is now recognized as a trans-diagnostic trait in a range of neurodevelopmental disorders, including autism. Research has pinpointed to the co-occurrence of autism with characteristics typical of alexithymic normative samples, such as social-communication difficulties and decreased emotion regulation abilities. Nonetheless, the role of individual facets of alexithymia in predicting challenges in social communication functioning is still understudied.Methods: In total, 275 young adults completed the Toronto Alexithymia Scale, the Autism Spectrum Quotient (short form), the Interpersonal Competence Questionnaire, and the Difficulties in Emotion Regulation Scale self-reported questionnaires for assessing alexithymic and autistic traits, social-communication abilities, and emotion regulation difficulties. We used regression models to establish cross-sectional associations between autism, alexithymia, and social-emotional difficulties. Also, we ran a parallel mediation analysis to determine whether the relationship between autistic traits and emotion regulations challenges are mediated by Alexithymia facets.Results: Analysis showed a significant positive association between autistic traits and alexithymic traits and between autistic traits and emotion regulation difficulties while, as expected, autistic traits were negatively correlated with social skills. A significant relationship was found among the participants’ levels of alexithymia and their interpersonal skills with two of three alexithymic subscales significantly contributing to the model. Similarly, a significant relationship was found among alexithymia subscales and emotion regulation difficulties with all three alexithymia subscales being statistically significant. Finally, analysis on two mediator models indicated a significant effect of autistic traits on social skills mediated by alexithymic traits as well as a significant indirect effect of autistic traits on emotion regulation difficulties mediated by alexithymic traits.Conclusion: The results of this study provide evidence of the influence of different alexithymic facets on the relationship between autistic traits and social-emotional challenges in young adults. Longitudinal studies may explore further alexithymia and its associations with social-emotional difficulties in autism as well as the potential implications of these findings in intervention and treatment programs.

scholarly journals The Social Skills and Relationship with Family Climate in the Early Childhood (A descriptive study on A Syrian sample): المهارات الاجتماعية وعلاقتها بالمناخ الأسري في مرحلة الطفولة المبكرة: (دراسة وصفية على عينة سورية)

2021 ◽  
Vol 5 (50) ◽  
pp. 157-134
Author(s):  
Alaa Ahmad Tawfik Saud, Mohammad Q. Abdallah Alaa Ahmad Tawfik Saud, Mohammad Q. Abdallah
Keyword(s):  
Early Childhood ◽  
Social Skills ◽  
Birth Order ◽  
Research Result ◽  
Descriptive Study ◽  
Family Climate ◽  
Economic Level ◽  
The Social ◽  
The Family ◽  
The Relationship

The Research aims to Identifying the relationship between the Social Skills and the family climate, Exploring the differences in the Social Skills according to the gender variable and the birth order, in addition to identifying the differences in the family climate according to the economic level of the family. to achieve the research goals, a tool has been applied for measuring the family climate and the social skills on a sample consists of (712) mothers of children aged 3- 6 years in Syria. Research result showed There is a positive correlation between the social skills and the family climate, There are statistically significant differences in the social skills according to the gender variable, no significant differences in the social skills according to the birth order, in addition to there are statistically significant differences in the family climate according to the economic level of the family

Technology and Social-Emotional Development in the Early Childhood Environments

2011 ◽  
pp. 112-128 ◽  
Author(s):  
Judy Brown ◽  
Denise L. Winsor ◽  
Sally Blake
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Emotional Development ◽  
Cultural Environment ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Social And Emotional ◽  
Use Of Technology ◽  
Educational Environments ◽  
The Social

The research about the importance of social and emotional roles in learning has increased the focus in many early childhood programs on the social-emotional domains of development. The perceptions of the effects computers and other technology tools have on social/emotional development of young children may influence the acceptance and use of technology in these classrooms. This chapter discusses the research related to technology and social-emotional development, parents’ perceptions of what social interactions are important in relation to child-to-child and child-to adult realm, theoretical influences on educational environments, and approaches to intentional use of tools to support these important domains. Technology has changed the socio-cultural environment globally and we, as educators of young children, need to change how we approach social and emotional support for our children.

scholarly journals Hall of Heroes: A Digital Game for Social Skills Training with Young Adolescents

2019 ◽  
Vol 2019 ◽  
pp. 1-12 ◽  
Author(s):  
Melissa E. DeRosier ◽  
James M. Thomas
Keyword(s):  
Social Skills ◽  
Social Skills Training ◽  
Skills Training ◽  
Parent Report ◽  
Social Problem Solving ◽  
Research Literature ◽  
Preliminary Evaluation ◽  
Digital Game ◽  
Social Emotional ◽  
Problem Solving Skills

Traditional social skills training (SST) programs are delivered in person and suffer from significant time, financial, and opportunity barriers that limit their reach and potential benefits for youth. This paper describes the design and preliminary evaluation ofHall of Heroes, a digital game that presents SST through an engaging superhero-themed virtual story world. Participants were randomly assigned to complete the digital game (n = 15) or to a waitlist control condition (n = 14) and were compared on parent-report measures of social emotional functioning. Youth who completedHall of Heroessignificantly improved in their abilities to relate to others (both peers and family members) as well as to accept affection and express emotions with others, compared to youth who did not complete the SST intervention. Further, youth in the treatment condition showed a significantly greater decline in feelings of anxiety, depression, and hopelessness than did youth in the control condition. Both parents and youth reported high levels of engagement in and acceptability of theHall of Heroes. This study adds to the research literature, supporting the potential of a game-based SST platform for effectively helping youth develop prosocial social problem-solving skills.

Interventions for Young Children With and at Risk for Emotional and Behavioral Disorders

2017 ◽  
Vol 53 (3) ◽  
pp. 183-187
Author(s):  
Kristin L. Withey
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Behavioral Interventions ◽  
Emotional And Behavioral Disorders ◽  
Current Model ◽  
Early Childhood Classroom ◽  
Social Emotional ◽  
Behavioral Skills ◽  
Life Success ◽  
A Current

Social-emotional and behavioral skills are essential to school and life success. Some young children, though, demonstrate significant delays in these areas. While there is a current hierarchical model of behavioral interventions for young children, it is lacking explicit interventions to be implemented in the early childhood classroom. This column suggests an intervention continuum to be used that extends beyond the current model, providing a matrix that aligns social-emotional or behavioral skills with specific interventions shown to be effective for students who fall under other disability labels.

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