Physical and emotional development of adolescents with low motor competence: Mothers’ perspectives

2021 ◽  
pp. 030802262110318
Author(s):  
Amanda Timler ◽  
Caroline Bulsara ◽  
Beth Hands
Keyword(s):  
Emotional Development ◽  
Well Being ◽  
Building Blocks ◽  
Phenomenological Approach ◽  
Social Emotional ◽  
Motor Competence ◽  
Self Confidence ◽  
Motor Difficulties ◽  
Perception Of Support ◽  
Building Stability

Background Parent support influences adolescent’s social-emotional well-being. One factor that may influence parent’s perception of support is their child’s level of motor competence. Aim The purpose of this study was to explore mothers’ experience of providing support for the health of adolescents with low motor competence physical and emotional development. Methods A phenomenological approach was used to guide this study. After initial screening, five one-on-one interviews with mothers of adolescents aged 12–16 years were conducted. Results Analysis of the interviews identified five themes of ‘supportive building blocks’, ‘building achievement and commitment,’ ‘building mechanisms for future support’ ‘building stability in relationships’ and ‘building confidence and a sense of autonomy’. Mother’s awareness of their child’s motor difficulties resulted in their active provision of alternative strategies for their child by building self-confidence and seeking support from health professionals. Conclusion Mothers were aware of their child’s inadequacies and actively sought support to help with their development. Support services that recognise low motor competence could better help mothers support their adolescent’s development. One implication arising from this study is the importance of using multi-disciplinarian teams such as occupational therapist, exercise physiologist and parents to help children with low motor competence.

A Phenomenological Study of the Social/Emotional Characteristics of Gifted Learning Disabled Children

1992 ◽  
Vol 16 (1) ◽  
pp. 55-72 ◽  
Author(s):  
Laurel Vespi ◽  
Carolyn Yewchuk
Keyword(s):  
Emotional Development ◽  
Phenomenological Study ◽  
Phenomenological Approach ◽  
Learning Disabled ◽  
Future Research ◽  
Gifted Children ◽  
Disabled Children ◽  
Social Emotional Development ◽  
Social Emotional ◽  
The Social

The purpose of this study was to explore the social/emotional development of gifted learning disabled students using a phenomenological approach. A series of interviews was conducted with four gifted learning disabled boys aged nine to twelve, their parents, and their teachers. Using procedures recommended by Colaizzi (1978) and Kruger (1979), themes were extracted from the interviews, and then grouped into categories to provide an overall description of the characteristics of gifted learning disabled children's social/emotional development. After comparing these characteristics to those of gifted children and learning disabled children, implications were drawn for educational programming and future research.

Food Insecurity: What Are Its Effects, Why, and What Can Policy Do About It?

2021 ◽  
pp. 237273222110322
Author(s):  
Caitlin T. Hines ◽  
Anna J. Markowitz ◽  
Anna D. Johnson
Keyword(s):  
United States ◽  
Child Health ◽  
Food Insecurity ◽  
Emotional Development ◽  
Healthy Lifestyle ◽  
Well Being ◽  
The United States ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Sufficient Food

Food insecurity—lack of access to sufficient food for an active and healthy lifestyle—affects more than 10 million children in the United States. Ample research links food insecurity to hampered child physical, cognitive, and social-emotional development and provides insights for policy. After introducing food insecurity and its measurement, this article summarizes what is known about the effects of food insecurity on child development. It then considers how food insecurity harms children and explores both direct pathways through child health and indirect pathways through parenting and parent well-being. Finally, after reviewing existing policy for reducing food insecurity, we provide suggestions for new policy and policy-targeted research.

scholarly journals UPAYA MENINGKATKAN SOSIAL EMOSIONAL ANAK MELALUI PERMAINAN BAKIAK DI KELOMPOK B KB NURUL YAQIN WRINGIN ANOM ASEMBAGUS SITUBONDO

2020 ◽  
Vol 1 (1) ◽  
pp. 1-5
Author(s):  
Lailatul Islamiyah ◽  
Suyanti Suyanti
Keyword(s):  
Social Development ◽  
Emotional Development ◽  
Action Observation ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Child Indicators ◽  
Self Confidence ◽  
Group B ◽  
Planning Action

The emotional social development of children is important to develop due to their self-confidence, independence and initiative. Children's emotional social development can be developed through clogs. The purpose of this study is to determine the implementation and results of clogs in an effort to improve children's social emotional. The type of research used is Classroom Action Research (CAR) on group B students at KB Nurul Yaqin Wringin Anom Asembagus Situbondo. The study was conducted in a cycle, which is each cycle consisting of planning, action, observation, and reflection with the aim to improve the quality of learning in the classroom. Based on the results of the study, namely the implementation of clogs to improve children's emotional social development at KB Nurul Yaqin includes; The teacher divides the groups, each group consists of 2-3 children according to the capacity of clogs. On the results of the implementation of the activity showed an increase in aspects of social emotional development of children through clogs, namely Pre-cycle, the percentage value reached 37.5%. The average achievement of child indicators is 4.5. After the Cycle I action, the percentage value reaches 75% with the achievement of the indicator being 6. In Cycle II the percentage value reaches 87.5% with the achievement value of the child indicator being 7.5.

scholarly journals The Role of Quality ECE in Facilitating Mental Health and Well-Being in Children

2019 ◽  
Vol 29 (3) ◽  
pp. 57-76
Author(s):  
Sharon Penney ◽  
Gabrielle Young ◽  
Emily Butler ◽  
Kimberly Maich ◽  
David Philpott
Keyword(s):  
Mental Health ◽  
Young Children ◽  
Emotional Development ◽  
Well Being ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Healthy Relationships ◽  
Early Child ◽  
Highly Educated ◽  
Mitigating Factors

This article explores trends and statistics specific to the mental health status of children from both the Canadian and the global contexts to inform a conversation on the environmental conditions and experiences that impact the mental health of young children. The research described here focused on the intersection between mental health and early child education (ECE), along with the educational and professional development experiences of early childhood educators, in an attempt to identify mitigating factors that can ensure social-emotional development in children. The article argues that while ECE can help the social-emotional development of young children, there needs to be a focus on ensuring quality of experience with explicit social-emotional learning outcomes, delivered by highly educated professionals. It concludes with a call to focus on the mental health of young children, early child educators, and the critical importance of healthy relationships in the lives of these children.

scholarly journals The Importance of pupils social-emotional development

enadakultura ◽  
2021 ◽  
Author(s):  
Iagor Balanchivadze ◽  
Salome Bzikadze
Keyword(s):  
Emotional Development ◽  
Skills Training ◽  
Well Being ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Learning And Development ◽  
Emotional Skills ◽  
Emotional Environment ◽  
Free Environment ◽  
Group Play

The article discusses the importance of the pupil’s social-emotional development, which includes the formation of the cgild’s personal qualities and relationships with people. Positive relationships between teacher and pupil form a solid foundation for learning and development.The teacher takes care of the pupils to form a positive attitude with him, to create an emotionally safe, evalution-free environment, which is an important condition for learning and research, and to help them form correct, positive perceptions of themselves, their abilities and competencies. The emotional well-being of pupils at the elementary level, then further learning and development, is mainly conditiones by the relationship with the adults.A positive emotional atmosphere in the group is created by a relationship based on respect, the acceptance of each pupil. It is manifested in the attention and attention of the adult toweards the pupil.Social-emotional skills are vital for the proper development of a person and their relationship to the environment. Children need recognition and a sense of belonging the most. The neglected pupil feels as if they are not being noticed. Often bad behavior is an attempt to somehow notice. A pupil who has no attachment to an adult may gradually become alienated, disobedient, or excluded.Emotional skills training programs can be developed in a structured or semi-structured way. In a positive social-emotional environment, everyone feels like a member of the group. Contrary to popular belief, diversity is respected. There is an emotional connection with the elders. Pupil have friends in the group. Play in a group, resolve conflicts through negotiation.The more teachers work on social-emotional skills, the sooner pupils develop and apply it in life, pupil will be able to manage emotions and solve problems effectively.

scholarly journals Penerapan Metode Bermain Peran sebagai Upaya untuk Meningkatkan Perkembangan Sosial Emosional Peserta Didik

2021 ◽  
Vol 2 (4) ◽  
pp. 116-121
Author(s):  
Hikmawati Hikmawati ◽  
Takasun Takasun ◽  
Luk Luk Ul Hikmah
Keyword(s):  
Emotional Development ◽  
Role Playing ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Self Confidence ◽  
The Social ◽  
Service Activity ◽  
Egg Shells ◽  
Activity Method ◽  
Development Of Students

The purpose of this community service activity is to apply the role-playing method as an effort to improve the socio-emotional development of students. The activity was held on November 17, 2021 at Mustika Rini Karangnongko Kindergarten with a total of 8 participants. The activity method consists of 3 stages, namely preparation, implementation, and reflection. The results of the activities for each stage are: in the preparation stage, the team prepares tools and materials, and guides students to carry out various activities so that they are ready to play roles. At the implementation stage, the team guides students to do three types of activities. Activity 1: Make a chicken-shaped mosaic from egg shells. Activity 2: Cracking eggs and frying eggs into egg rolls. Activity 3: Role-play being a seller and buyer of egg rolls. At the reflection stage, a recall and follow-up plan are carried out. Aspects that are assessed for the social emotional development of students in this role-playing activity are courage, self-confidence, independence, and communication. The socio-emotional development of students, namely students who are able to play the role of being a seller and a buyer, has developed according to expectations (BSH).

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