scholarly journals REVISITING SCHOOL CULTURE

2021 ◽  
Vol 9 (6) ◽  
pp. 120-130
Author(s):  
Ruth Claire Bustos ◽  
Emily B. Tan
Keyword(s):  
School Culture ◽  
Literature Review ◽  
Emotional Development ◽  
Abrupt Change ◽  
School Management ◽  
Coping Mechanism ◽  
Social Emotional ◽  
Emotional Skills ◽  
Online Study ◽  
Study Mode

Since the abrupt change in learning mode last March 2020, schools’ administrators have been looking for ways to somehow alleviate the stress and anxiety the children have to face using the online study mode.  One of the things the school management tries to address is the development of Social-Emotional Skills in children amidst the COVID-19 pandemic. This paper seeks to analyze and bridge the gap on the roles of the schools in nurturing the Socio-Emotional Development of Children during the outbreak of the disease. Using Literature Review Method, this study is going to highlight key roles of the school leaders and educators in their tasks to help children strengthen their coping mechanism.  It shall also discuss the importance of nourishing the socio-emotional skills of the children now that schools are adopting the Distance Learning.  Moreover, it will present possible strategies to foster a school culture geared toward the safety and improvement of the child’s socio-emotional skills.

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 Hubungan Penggunaan Gadget Terhadap Perkembangan Sosial Emosional Anak Prasekolah 3-6 Tahun : Literature Review

2021 ◽  
Vol 1 ◽  
pp. 1217-1223
Author(s):  
Yekti Kurniastuti ◽  
Aida Rusmariana
Keyword(s):  
Preschool Children ◽  
Literature Review ◽  
Emotional Development ◽  
Cross Sectional Study ◽  
Social Emotional Development ◽  
Sectional Study ◽  
Social Emotional ◽  
Cross Sectional ◽  
Preschool Period ◽  
The Social

AbstractGadget is one of technologies that develops rapidly nowadays. Excessive use of gadgets may result negatively in sosial and emotional development of children, especially during preschool period since children’s personalities begin to form within this period of time.The study animed to determine the relationship between the use of gadget on the social emotional development of preschool children aged 3-6 years old. This study was a literature review of several articles selected from Microsoft Academic and Google Schoolar databases based on inclusion and exclusion criteria and some keywords namely “gadget”,”social emotional”, and “preschool” in the period of 2016-2021. The quality of the articles was assessed by using STROBE cross-sectional study. The results of the literature review showed that 344 (60.88%) respondents belonged to ‘high’ category of gadget usage. Meanwhile, there were 217 (59.9%) respondents categorized as ‘poor’ on their social emotional development. After the data was analyzed, the value of p = 0.005. it means that p between gadget and the social-emotional development of preschool children. There was a relationship between gadget usage and the social and emotional development of preschool children. The social-emotional development of preschool children was categorized as good, moderate and poor, however, more than half of them were in the poor category. This research can be used as a basis for developing nursing ib the future, especially in the field of pediatric area.Keywords: gadget, social emotional, preschool AbstrakGadget merupakan salah satu teknologi yang berkembang pesat pada saat ini, penggunaan gadget yang berlebih membawa dampak buruk bagi perkembangan sosial dan emosional anak terutama anak prasekolah karena dimasa ini keperibadian anak mulai terbentuk. Penelitian ini bertujuan untuk mengetahui hubungan penggunaangadget terhadap perkembangan sosial emosional anak prasekolah 3-6 tahun. Penelitian ini menggunakan metode Literature review dengan pencarian artikel menggunakan database Microsoft Aademic dan Google Schoolar untuk menemukan artikel yang sesuai keriteria inklusi dan ekslusi dengan memasukan kata kunci : “gadget, Sosial Emosional, Prasekolah” dalam periode (2016-2021). Instrument untuk menilai kualitas artikel menggunakan STROBE cross-sectional study. Hasil literature review menunjukan Sebagian besar penggunaan gadget dengan kategori tinggi sebanyak 344 (60,88%) responden dan perkembangan sosial emosional anak dengan kategori buruk sebanyak 217 (59,9%) responden. Setelah data dianalisa didapatkan nilai p=0,005 yang artinya p<0,05 maka Ho ditolak yang artinya ada hubungan gadget terhadap perkembangan social emosional anak prasekolah. Ada hubungan gadget terhadap perkembangan social emosional anak prasekolah. Perkembangan sosial emosional anak prasekolah memiliki kategori baik, sedang dan buruk lebih dari separo perkembangan pada kategori buruk. Penelitian ini dapat digunakan sebagai dasar pengembangan keperawatan dimasa depan, terutama dibidang keperawatan anak. Kata kunci : Gadget, Sosial Emosional, PraSekolah.

scholarly journals Aboriginal Perspectives on Social-Emotional Competence in Early Childhood

2019 ◽  
Vol 4 (4) ◽  
Author(s):  
Melissa Tremblay ◽  
Rebecca Gokiert ◽  
Rebecca Georgis ◽  
Karen Edwards ◽  
Berna Skrypnek
Keyword(s):  
Emotional Development ◽  
Service Providers ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Research And Practice ◽  
Emotional Skills ◽  
Healthy Development ◽  
Emotional Wellness ◽  
Mental Wellness ◽  
Aboriginal Children

Gaining an understanding of how best to support the development of Aboriginal children is important in promoting positive social, emotional, educational, and health outcomes. The purpose of the current study was to identify the most important elements of healthy development for Aboriginal children, with a particular focus on social-emotional development. Focus groups were conducted with 37 Aboriginal Canadians, including parents, service providers, adolescents, and young adults. Five inter-connected themes emerged: cultural wellness, emotional wellness, mental wellness, social wellness, and strong identity, with strong identity described as central and foundational to the other themes. This study strengthens the assertion that Aboriginal children require an additional set of social-emotional skills to successfully navigate different cultural contexts during development. Implications for research and practice are discussed.

scholarly journals Social-Emotional Development - Highlights in the Romanian Curriculum for Early Education

Educatia 21 ◽  
2021 ◽  
pp. 175-182
Author(s):  
Alexandra Ioana Oltean ◽  
Keyword(s):  
Emotional Development ◽  
Early Education ◽  
Preschool Education ◽  
Kindergarten Children ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Behavioral Indicators ◽  
Emotional Skills ◽  
The Social ◽  
The Individual

Social-emotional development represents a main developmental domain proposed by the current curriculum for early education in Romania. The main aspects related to this domain are the proper initiation and maintenance of social interactions, the ability to identify and express emotions, to react adequately to the emotions expressed by others, and the self-concept development. Thus, in kindergarten, children learn what solidarity and responsibility for their own actions and for their own behavior mean and that they can control their behavior towards others. All these are essential for the individual wellbeing and learning outcomes, as well as for his future social integration. The Romanian curriculum for early education describes behavioral indicators related to the social-emotional development of children, which can be followed by educators within daily didactic activities. The current study describes the main highlights related to this developmental field found in the main document of the regulatory framework for the Romanian preschool education system. Taking the pandemic context into consideration, we can affirm that educators are required to reconsider the implications of the proper development of social-emotional skills more than before.

scholarly journals The improvement of preschoolers’ social emotional skills

2021 ◽  
Vol 2 (2/S) ◽  
pp. 583-590
Author(s):  
Khusnidakhon Khujamatova
Keyword(s):  
Early Childhood ◽  
Emotional Development ◽  
Challenging Behaviors ◽  
Early Years ◽  
Development Programs ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Essential Information ◽  
Emotional Skills ◽  
Emotional Ability

This article is based on giving essential information about young children’s social emotional improvement and its significance. Social emotional development is important to a child’s success in school and in life. Social emotional development means and notions, opinions are showed on how to use and promote it. Social emotional skills can be expressed in early childhood in each classroom. This can be done in different lessons and activities. Social emotional development can be promoted by embedding it in all areas of the day. Nowadays, other priorities have been seen in early childhood classrooms and at home. Some researchers believe this has resulted in a lack of promotion of social emotional development in young children. This paper focuses on the explore academic pushdown, technology and children, and limited free time, including recess. These may influence a young child’s social emotional ability therefore they may present more challenging behaviors. Three social emotional development programs are explored. Social emotional development is so significant in the early years of a child’s life. Families and teachers have to comprehend its significance.

Individual differences, social attention, and the history of the social motivation hypotheses of autism

2019 ◽  
Vol 42 ◽  
Author(s):  
Peter C. Mundy
Keyword(s):  
Individual Differences ◽  
Early Development ◽  
Emotional Development ◽  
Social Motivation ◽  
Social Attention ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Precise Understanding ◽  
The Social ◽  
History Of

Abstract The stereotype of people with autism as unresponsive or uninterested in other people was prominent in the 1980s. However, this view of autism has steadily given way to recognition of important individual differences in the social-emotional development of affected people and a more precise understanding of the possible role social motivation has in their early development.

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