An Investigation of the Relationship between Toddlers’ Social-Emotional Development and Their Parents’ Self-Efficacy

2017 ◽  
Author(s):  
Ozlem Gozun Kahraman ◽  
◽  
Sehnaz Ceylan ◽  
Keyword(s):  
Emotional Development ◽  
Self Efficacy ◽  
Social Emotional Development ◽  
Social Emotional ◽  
The Relationship

scholarly journals Relationships between Parenting Skills and Early Childhood Development in Rural Households in Western China

2020 ◽  
Vol 17 (5) ◽  
pp. 1506 ◽  
Author(s):  
Jingdong Zhong ◽  
Yang He ◽  
Yuting Chen ◽  
Renfu Luo
Keyword(s):  
Emotional Development ◽  
Early Childhood Development ◽  
Childhood Development ◽  
Western China ◽  
Social Emotional Development ◽  
Parenting Skills ◽  
Social Emotional ◽  
Socioeconomic Characteristics ◽  
Development Outcomes ◽  
The Relationship

This paper empirically investigates the relationships between caregivers’ parenting skills and early cognitive, language, motor, and social-emotional development of children aged 6–24 months. The study is based on data from a survey conducted in 100 villages in a typical poor rural area in western China. A total of 1715 households were enrolled in the study. In the study, Parent and Family Adjustment Scales (PAFAS), Bayley Scales of Infant Development version III (BSID-III), and a socioeconomic questionnaire were used to measure caregiver’s parenting skills, child’s development outcomes, and socioeconomic characteristics in sample households, respectively. Multivariate regression was used to estimate the relationship between a caregiver’s parenting skills and the child’s development outcomes. The results show that, first, parenting skills are positively and significantly associated with children’s cognitive, language, motor, and social-emotional development, and the link between parenting skills and social-emotional development is the strongest; second, the correlation between parenting skills and development outcomes varies across socioeconomic characteristics and parenting skill dimensions. The results provide evidence for the relationship between parenting skills and early childhood development in rural households in western China. Our findings also suggest that interventions aimed at improving caregivers’ parenting skills during the early stages are necessary for human capital development in rural China.

Trends in Student Social-Emotional Learning: Evidence From the First Large-Scale Panel Student Survey

2020 ◽  
Vol 42 (2) ◽  
pp. 279-303
Author(s):  
Martin R. West ◽  
Libby Pier ◽  
Hans Fricke ◽  
Heather Hough ◽  
Susanna Loeb ◽  
...  
Keyword(s):  
Emotional Development ◽  
Self Efficacy ◽  
Large Scale ◽  
Social Emotional Learning ◽  
Growth Mindset ◽  
Social Awareness ◽  
Self Management ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Self Reports

A growing number of school systems use self-report surveys to track students’ social-emotional development as a tool to inform policy and practice. We use the first large-scale panel survey of social-emotional learning (SEL) to simulate how four constructs—growth mindset, self-efficacy, self-management, and social awareness—develop from Grade 4 to Grade 12 and how these trends vary by gender, socioeconomic status, and race/ethnicity among students participating in the survey for two consecutive years. With the exception of growth mindset, self-reports of these constructs do not increase monotonically as students move through school; self-efficacy, social awareness, and to a lesser degree self-management decrease after Grade 6. Female students report higher self-management and social awareness than males, but lower self-efficacy relative to males in middle and high school. Economically disadvantaged students and students of color report lower levels of each construct. These patterns highlight the need for policymakers to interpret changes in students’ self-reports over time in light of normative trends in social-emotional development and illustrate how such self-reports may nonetheless be used to set priorities and target interventions and resources.

The Relationship Between Parental Attention and Social-Emotional Development of Elementary-Age Children

2021 ◽  
Vol 9 (4) ◽  
pp. 588
Author(s):  
Fenny Angraeni ◽  
Syuraini Syuraini
Keyword(s):  
Emotional Development ◽  
Social Emotional Development ◽  
Social Emotional ◽  
The Relationship

Penelitian ini dasarkan pada fenomena rendahnya perkembangan sosial emosional anak usia sekolah dasar di Jorong Lubuk Ameh. Hal ini diduga karena kurangnya perhatian yang diberikan oleh orang tua di Jorong Lubuk Ameh. Penelitian ini bertujuan untuk mengungkap gambaran perkembangan sosial-emosional anak usia sekolah dasar, perhatian orang tua, dan mengungkap hubungan perkembangan sosial-emosional anak usia sekolah dasar di Jorong Lubuk Ameh. Populasi penelitian ini berjumlah 60 orang, sampel yang dipilih sebanyak  30 dengan menggunakan teknik simple randon sampling. Jenis data penelitian ini adalah kuantitatif korelasional. Sedangkan teknik pengumpulan data menggunakan angket, teknik analisis data menggunakan rumus persentase dan rumus korelasi Spearman Rho. Hasil penelitian ini menunjukkan bahwa: 1) Perhatian orang tua terhadap anak rendah; 2) perkembangan sosial emosional anak usia sekolah dasar masih rendah; 3) Melihat hubungan antara perhatian orang terhadap perkembangan sosial emosional anak usia SD di Jorong Lubuk Ameh. Saran : bagi orang tua untuk memperhatikan perkembangan sosial emosional anak agar kedepannya dapat bersosialisasi dengan baik dan dapat mengontrol emosinya dan bagi pihak sekolah agar mengajarkan cara bersosialisasi dengan memberikan tugas kelompok dan memberikan permainan kelompok kepada anak berinteraksi dan mampu mengontrol emosi.

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