scholarly journals The relationship between cognitive development, behavior indicators, and Personal, Social, and Emotional Development in Pre-school

2021 ◽  
Author(s):  
Karina Porciuncula de Almeida Rodrigues Santos ◽  
Tiago Lisboa Bartholo ◽  
Mariane Campelo Koslinski
Keyword(s):  
Cognitive Development ◽  
Emotional Development ◽  
Linear Regression Models ◽  
Social And Emotional Development ◽  
Compulsory Schooling ◽  
Emotional Skills ◽  
Social And Emotional ◽  
Language And Mathematics ◽  
And Mathematics ◽  
The Relationship

Abstract The paper investigates the potential of a questionnaire answered by teachers about the behavior and socio-emotional skills of children enrolled in preschool – start of compulsory schooling in Brazil. Based on this instrument, it describes the development of indicators of inattention, hyperactivity-impulsivity and personal, social and emotional development. It uses multivariate linear regression models to identify factors associated with the cognitive development of children enrolled in preschool. The results suggest that more inattentive children tend to have lower cognitive attainment, especially in language. The estimated coefficients in the multivariate model suggest that the Personal, Social and Emotional Development has a moderate to high effect size for language and mathematics. Implications of the results for educational policies are presented.

scholarly journals Socio-emotional education: paths to inspire studies, research and practices

2021 ◽  
Vol 14 (33) ◽  
pp. e13729
Author(s):  
Eugenia de Paula Benício Cordeiro ◽  
Morgana Marcelly Costa Marques ◽  
Mayara Thayana Neves Costa
Keyword(s):  
Emotional Development ◽  
Lesson Plan ◽  
Self Awareness ◽  
Social And Emotional Development ◽  
Emotional Skills ◽  
Social And Emotional ◽  
Social And Emotional Skills ◽  
Emotional Dimension ◽  
Theoretical Foundations ◽  
Emotional Education

This article presents findings of a bibliographic research which had as its scope identifying social and emotional skills proposed by different authors from this field. More specifically, it aimed to: classifying social and emotional skills by domains of competencies; detailing the skills related to self-awareness, focusing on the emotional dimension; proposing a lesson plan for promoting self-awareness in the classroom. The findings have shown that: by detailing social and emotional skills per competence, it may contribute to guide pedagogical activities based on theoretical pinpoints; deepening the theoretical foundations of emotions is essential for understanding the process of self-awareness; creating pedagogical sequences coherent and consistent with social and emotional development, requires the exercise of transposing theory into practice, respecting each educator’s singularities according to his/her reality in class.  

The Relationship Between Living with Dogs and Social and Emotional Development in Childhood

Anthrozoös ◽  
2021 ◽  
pp. 1-14
Author(s):  
Jorge-Manuel Dueñas ◽  
Laia Gonzàlez ◽  
Raquel Forcada ◽  
Silvia Duran-Bonavila ◽  
Gisela Ferre-Rey
Keyword(s):  
Emotional Development ◽  
Social And Emotional Development ◽  
Social And Emotional ◽  
The Relationship

scholarly journals “It’s Embedded in What We Do for Every Child”: A Qualitative Exploration of Early Childhood Educators’ Perspectives on Supporting Children’s Social and Emotional Learning

2021 ◽  
Vol 18 (4) ◽  
pp. 1530
Author(s):  
Claire Blewitt ◽  
Amanda O’Connor ◽  
Heather Morris ◽  
Andrea Nolan ◽  
Aya Mousa ◽  
...  
Keyword(s):  
Early Childhood ◽  
Emotional Development ◽  
Social And Emotional Learning ◽  
Early Childhood Educators ◽  
Emotional Learning ◽  
Social And Emotional Development ◽  
Emotional Skills ◽  
Social And Emotional ◽  
Social And Emotional Skills ◽  
The Impact

Early childhood educators play an important role in supporting children’s social and emotional development. While a growing body of research has examined the impact of curriculum-based social and emotional learning (SEL) programs on child outcomes, the approaches educators use to strengthen children’s social and emotional functioning through their everyday practices are less defined. This study explored Australian early childhood educators’ perspectives on children’s social and emotional development, the approaches educators use to encourage children’s social and emotional skills, the enablers and barriers to SEL within the preschool environment, and the additional support needed. Thirty Early Childhood Education and Care professionals participated in semi-structured interviews and focus group discussions. Findings suggest children’s social–emotional development is at the forefront of educator planning, practice, and reflection. Participants described utilising various approaches to support children’s social and emotional skills, embedded within interactions and relationships with children and families. Specifically, strategies could be grouped into four broad categories: a nurturing and responsive educator–child relationship; supporting SEL through everyday interactions and practice; utilising the physical environment to encourage SEL; and working in partnership with caregivers. There was, however, inconsistency in the variety and type of approaches identified. Time constraints, group size, educator confidence and capability, high staff turnover, and limited guidance regarding high-quality social and emotional pedagogy were identified as key barriers. Participants sought practical strategies that could be embedded into daily practice to build upon current knowledge.

scholarly journals The Impacts of Outdoor Learning Activities on Children’s Self Development

2018 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Aidha Nur Indah Sari
Keyword(s):  
Cognitive Development ◽  
Emotional Development ◽  
Behavioral Development ◽  
Learning Activities ◽  
Outdoor Learning ◽  
Social And Emotional Development ◽  
Affective Development ◽  
Social And Emotional ◽  
Self Development

This research concentrates on investigating the impacts of outdoor learning activities in the nature based Kindergarten School of Universe Al-Ghiffari Cirebon. The research is attempted to find out whether outdoor learning activities impact children‟s selfdevelopment or not. By doing triangulation as the method of this research, it will help to get the results more efficient, stronger, and credible. The results found that outdoor learning activities impact positively and effectively on children‟s progress across all areas of children‟s self developments. These areas include cognitive development, affective development, personal, social, and emotional development, and physical and behavioral development.

scholarly journals Kindergarten Teachers’Attitudes Toward Distance Education During the COVID-19 Outbreak

2020 ◽  
Vol 43 (1) ◽  
pp. 95-116
Author(s):  
Barbara Jankowiak ◽  
Sylwia Jaskulska ◽  
Anna Rybińska
Keyword(s):  
Distance Education ◽  
Emotional Development ◽  
Positive Emotions ◽  
Professional Competencies ◽  
Research Report ◽  
Social And Emotional Development ◽  
Social And Emotional ◽  
The Social ◽  
The Relationship

Summary This research report presents results of a study on kindergarten teacher’s attitudes toward distance education during the COVID-19 pandemic and their associations with selected characteristics related to the teacher’s profession. The tools that the teachers used for distance education were also described. 429 correctly completed surveys were collected. The most positive opinions concerned the development of one’s professional competencies, feeling positive emotions in the relationship with children and their parents. One of the worst assessed areas was those related to the possibility of supporting the social and emotional development of children. Most of the examined aspects of professional functioning, e.g. seniority, the location of the kindergarten, did not differentiate the attitudes. The differences mainly concerned teachers of special kindergartens, who in some aspects of attitudes (e.g. positive emotions towards this form of work) obtained lower results than teachers employed in other types of kindergartens.

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

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.

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