Building strong teacher–child relationships in today’s kindergarten classroom: Focusing on opportunities versus obstacles

2020 ◽  
Vol 18 (3) ◽  
pp. 275-286
Author(s):  
Kelley M White
Keyword(s):  
Emotional Development ◽  
Participant Observation ◽  
School Adjustment ◽  
Relationship Building ◽  
Future Research ◽  
Social And Emotional Development ◽  
Reading And Writing ◽  
Social And Emotional ◽  
School Year ◽  
Kindergarten Classroom

Research documents that young children in high-quality teacher–child relationships experience better school adjustment and are more engaged in learning. Yet, many American kindergarten (age 5) teachers report spending less time on relationship building and children’s social and emotional development given pressure to have students reading and writing fluently by the end of the school year. In an attempt to better understand the dilemma facing today’s American kindergarten teachers, the principal investigator chose to re-enter the field while on sabbatical from her position as professor at a 4-year university. Through the use of qualitative methods and participant observation, she collected data in a variety of ways. Results revealed attempts to intentionally plan for relationship building and integrate relationship building into the academic curriculum. The teacher also built relationships with students by capitalizing on small moments and following the lead of the children. The study has a variety of implications for practitioners and for future research.

The effects of At Home in the Street (TOS): results of a Dutch community intervention in a four-year study

2017 ◽  
Vol 12 (1) ◽  
pp. 32-46 ◽  
Author(s):  
Harrie Jonkman ◽  
Ron van Wonderen
Keyword(s):  
Emotional Development ◽  
Community Intervention ◽  
Multilevel Methods ◽  
Future Research ◽  
Social And Emotional Development ◽  
Content Type ◽  
Social And Emotional ◽  
The Social ◽  
Quasi Experimental ◽  
At Home

Purpose Research shows that growing up in unsafe neighbourhoods is a risk for the social and emotional development of children. At Home in the Street (TOS) is a community intervention that aims to create a clear, decent and emotionally safe environment for children in neighbourhoods. This programme is implemented in many communities in the Netherlands. The purpose of this paper is to determine the effectiveness of TOS. Design/methodology/approach This study has a longitudinal (three waves), quasi-experimental design, which includes 644 children who live in either ten experimental or ten control neighbourhoods. The effects are examined by using the strengths and difficulties (SDQ) instrument and propensity score matching control techniques. Multilevel methods were used on multi-imputed data sets. Findings The intervention does not have a statistically significant effect on the social and emotional development of children. However, exploratory analysis suggests that it may have a positive effect if the intervention is used more intensively. Research limitations/implications Future research may be conducted for a longer period to identify more precisely the different effects of the intervention on the development in SDQ scores in relation to age and gender. Practical implications The intervention may be effective in the case of high programme quality. Developers should therefore continue to invest in programme quality. This also applies to other social interventions: in order to accomplish effective social investments, these should be combined with sound research, as shown in this study. Originality/value This study suggests that community interventions may be effective if used with particular regularity. The authors have also demonstrated that implementing this type of complex research is feasible if certain methods are used that help overcome these challenges.

The Consequences of Adolescent Childbearing on Postnatal Development

1980 ◽  
Vol 3 (2) ◽  
pp. 191-214 ◽  
Author(s):  
Nancy C. Gunter ◽  
Richard C. LaBarba
Keyword(s):  
Adolescent Mothers ◽  
Emotional Development ◽  
Intellectual Development ◽  
Infant Development ◽  
Future Research ◽  
Social And Emotional Development ◽  
Adolescent Childbearing ◽  
Socioeconomic Characteristics ◽  
Social And Emotional ◽  
Existing Data

The literature dealing with the effects of adolescent childbearing on postnatal infant development is critically reviewed in this paper. The data concerning intellectual development, mental retardation, physical, motor, and neurological development, academic achievement, and social and emotional development as a functuon of maternal age are presented. It is concluded that the existing data on the developmental sequelae of adolescent childbearing lends only minimal support to the hypothesis that maternal immaturity places the newborn infant at increased developmental risk. Nevertheless, because of the socioeconomic characteristics of adolescent mothers, the outlook for infants of such mothers is dismal primarily because of postnatal environmental factors. Some suggestions for future research in this area are offered.

The Value of Play for Social and Emotional Development and Academic Learning

2008 ◽  
Author(s):  
Gerald E. Sroufe ◽  
Delyne Hicks ◽  
Susanne A. Denham ◽  
Anthony Pellegrini ◽  
Kathleen Roskos
Keyword(s):  
Emotional Development ◽  
Academic Learning ◽  
Social And Emotional Development ◽  
Social And Emotional

Developmental Psychology

2018 ◽  
Author(s):  
Jessica M. Dollar ◽  
Susan D. Calkins
Keyword(s):  
Mental Health ◽  
Interpersonal Relationships ◽  
Social Adjustment ◽  
Developmental Psychology ◽  
Future Research ◽  
Social And Emotional Development ◽  
Social And Emotional ◽  
Social And Emotional Skills ◽  
Developmental Theories ◽  
Age Appropriate

This chapter considers the study of developmental psychology, with a focus on the acquisition of age-appropriate social and emotional skills from infancy through adolescence and its role in child and adolescent mental health and social adjustment. In particular, our goals are to (a) provide a discussion of leading relevant developmental theories; (b) describe important dimensions of social and emotional development from infancy through adolescence at the behavioral and biological levels and within the context of interpersonal relationships; (c) provide a selective review of the associations between emotion regulation abilities, social adjustment, and indicators of early psychopathology; and (d) discuss challenges for future research in the field of developmental psychology, focused on social and emotional research that may inform our understanding of the development of mental health challenges for children and adolescents.

Social and Emotional Development: The Role of Authenticity in the Psychosocial Development of Students With Gifts and Talents

2021 ◽  
Vol 44 (2) ◽  
pp. 111-114
Author(s):  
Tracy L. Cross
Keyword(s):  
Identity Formation ◽  
Psychosocial Development ◽  
Emotional Development ◽  
Well Being ◽  
Social And Emotional Development ◽  
Psychological Well Being ◽  
Social And Emotional ◽  
Development Of Students

This column explores the concept of authenticity in the psychosocial development of students with gifts and talents. The author describes how authenticity is critical to students’ psychological well-being, particularly as it relates to their identity formation.

scholarly journals Can communication with social robots influence how children develop empathy? Best-evidence synthesis

AI & Society ◽  
2021 ◽  
Author(s):  
Ekaterina Pashevich
Keyword(s):  
Emotional Development ◽  
Evidence Synthesis ◽  
Social Robots ◽  
Human Robot Interaction ◽  
Emotional Engagement ◽  
Social And Emotional Development ◽  
Social And Emotional ◽  
Best Evidence Synthesis ◽  
Negative Effect

AbstractSocial robots are gradually entering children’s lives in a period when children learn about social relationships and exercise prosocial behaviors with parents, peers, and teachers. Designed for long-term emotional engagement and to take the roles of friends, teachers, and babysitters, such robots have the potential to influence how children develop empathy. This article presents a review of the literature (2010–2020) in the fields of human–robot interaction (HRI), psychology, neuropsychology, and roboethics, discussing the potential impact of communication with social robots on children’s social and emotional development. The critical analysis of evidence behind these discussions shows that, although robots theoretically have high chances of influencing the development of empathy in children, depending on their design, intensity, and context of use, there is no certainty about the kind of effect they might have. Most of the analyzed studies, which showed the ability of robots to improve empathy levels in children, were not longitudinal, while the studies observing and arguing for the negative effect of robots on children’s empathy were either purely theoretical or dependent on the specific design of the robot and the situation. Therefore, there is a need for studies investigating the effects on children’s social and emotional development of long-term regular and consistent communication with robots of various designs and in different situations.

Different Strokes: Perceptions of Social and Emotional Development among Early College Entrants

1998 ◽  
Vol 10 (2) ◽  
pp. 77-84 ◽  
Author(s):  
Kathleen D. Noble ◽  
Tara Arndt ◽  
Tristan Nicholson ◽  
Thor Sletten ◽  
Arturo Zamora
Keyword(s):  
Emotional Development ◽  
Early College ◽  
Social And Emotional Development ◽  
Social And Emotional ◽  
Early College Entrants

Back to Basics: Developmental Catalysts of Quality Improvement in Early Education and Care

2021 ◽  
Vol 8 (2) ◽  
pp. 200-207
Author(s):  
Emily C. Hanno ◽  
Stephanie M. Jones ◽  
Nonie K. Lesaux
Keyword(s):  
Quality Improvement ◽  
Early Education ◽  
Future Research ◽  
Social And Emotional Development ◽  
Healthy Development ◽  
Social And Emotional ◽  
Early Education And Care ◽  
Education And Care ◽  
Developmental Domains

Children’s experiences in early education programs can have a profound influence on their cognitive, social, and emotional development. In these settings, interactions with educators serve as catalysts for children’s healthy development. Yet too few children today are in the types of high-quality early learning environments marked by warm, cognitively stimulating exchanges. This review summarizes research on the features of settings that promote growth in children’s skills across a range of developmental domains, then describes research documenting these features across today’s early education and care landscape. Turning to strategies for cultivating these features across the diverse early education and care system, the discussion focuses on the central role of the educator. The conclusion draws implications for ongoing public preK expansion and quality improvement efforts, as well as highlights opportunities for future research to further these efforts.

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