Immigrant and Refugee Children's Social and Emotional Well-Being During the Transition to Preschool

2021 ◽  
pp. 1-20
Author(s):  
Christine Pajunar Li-Grining ◽  
Zahra Naqi ◽  
Kelsey Johnson-Davis ◽  
Maria Teresa Franco A.
Keyword(s):  
Well Being ◽  
Research Community ◽  
Refugee Children ◽  
Future Research ◽  
Social And Emotional Development ◽  
Childhood Experiences ◽  
Social And Emotional ◽  
Immigrant And Refugee ◽  
Advance Knowledge ◽  
Shed Light

Among the most vulnerable immigrants and refugees are young children, whose lack of maturity and autonomy leave them dependent on adult caregivers. With a focus on the transition from home to school, this chapter integrates developmental and school transition theories in order to shed light on risks among young immigrant and refugee children as well as opportunities to support their development. Guided by this combined framework, the authors examine linkages from parents' experiences with acculturation stress and microaggressions to children's social and emotional development. The chapter also discusses sources of resilience, such as parents' own positive childhood experiences. The authors then address the need for future research to utilize mixed methods designs to help advance knowledge on the adaptation of preschoolers from immigrant and refugee backgrounds. Lastly, the chapter discusses using such methods as part of research-community partnerships focused on the early education of immigrant and refugee children.

It Is More Than Language

2020 ◽  
pp. 79-98
Author(s):  
Dianne Toe ◽  
Louise Paatsch ◽  
Amy Szarkowski
Keyword(s):  
Specific Area ◽  
Cooperative Interaction ◽  
Social And Emotional Development ◽  
Children And Young People ◽  
Social And Emotional ◽  
The Social ◽  
Pragmatic Skills ◽  
Social Use ◽  
The Impact ◽  
Shed Light

Deaf and hard-of-hearing (DHH) children who use spoken language face unique challenges when communicating with others who have typical hearing, particularly their peers. In such contexts, the social use of language has been recognized as an area of vulnerability among individuals in this population and has become a focus for research and intervention. The development of pragmatic skills intersects with many aspects of child development, including emotional intelligence and executive function, as well as social and emotional development. While all these areas are important, they are beyond the scope of this chapter, which highlights the impact of pragmatics on the specific area of cognition. Cognitive pragmatics is broadly defined as the study of the mental processes involved in the understanding of meaning in the context of a cooperative interaction. This chapter explores how DHH children and young people construe meaning in the context of conversations and expository interactions with their peers. The chapter aims to examine the role played by the cognitive processes of making inferences and comprehending implicature, within the overall display of pragmatic skills. Further, the authors use this lens in the analysis of interactions between DHH children and their peers in order to shed light on the development of pragmatic skills in children who are DHH.

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.

Exploring toddlers’ rituals of ‘belonging’ through risky play in the outdoor environment

2021 ◽  
pp. 146394912098765
Author(s):  
Helen Little ◽  
Matthew Stapleton
Keyword(s):  
Risk Taking ◽  
Well Being ◽  
Outdoor Environment ◽  
Early Childhood Curriculum ◽  
Social And Emotional Development ◽  
Self Identity ◽  
Social And Emotional ◽  
Curriculum Frameworks ◽  
Risky Play ◽  
Historical Model

The notion of ‘belonging’ is a core component of many early childhood curriculum frameworks and recognises the importance of children’s sociocultural context for their self-identity and well-being. Children’s risk-taking in play has also been the focus of contemporary research in examining its beneficial role for children’s physical, social and emotional development. This study applies diverse disciplinary and theoretical lenses, including Hedegaard’s cultural-historical model and Gibson’s affordance theory, to present a critical and multi-perspective understanding of children’s experience of ‘belonging’ and risky play. The study involved naturalistic observations of 18–26-month-old children’s outdoor play in an environment designed to provide affordances for risky play. The findings suggest that children’s engagement in risky play also supports their sense of belonging through their shared engagement in risky-play experiences.

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.

scholarly journals A qualitative study of the shared experience of humour between people living with dementia and their partners

Dementia ◽  
2018 ◽  
Vol 19 (6) ◽  
pp. 1794-1810
Author(s):  
Helen Hickman ◽  
Chris Clarke ◽  
Emma Wolverson
Keyword(s):  
Interpretative Phenomenological Analysis ◽  
Emotional Experience ◽  
Well Being ◽  
Future Research ◽  
Structured Interviews ◽  
Relationship Strength ◽  
Social And Emotional ◽  
People With Dementia ◽  
Care Partners ◽  
Person With Dementia

Humour is a complex social and emotional experience which could constitute a positive resource for people endeavouring to live well with dementia. However, little is currently known about the shared use and value of humour in dyads where one person has dementia. The purpose of this study was therefore to explore how people with dementia and their care-partners experience, use and draw meaning from humour in relation to their shared experiences of dementia and their ongoing relationships. Ten participant dyads (the person with dementia and their spousal partner) took part in joint semi-structured interviews. Interpretative Phenomenological Analysis revealed eight subthemes that were subsumed under three super-ordinate themes: ‘Humour Has Always Been There (and Always Will Be)’; ‘Withstanding Dementia’ and ‘Renewing the Value of Humour in Dementia’. Overall, the findings suggest that humour, in different forms, can represent a salient and enduring relationship strength that helps dyads maintain well-being and couplehood by providing a buffer against stressors associated with dementia. The findings highlight the potential value of integrating a dyadic perspective with strengths-based approaches in future research into how people live well with dementia.

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.

Placing Dispositional Forgiveness Within Theories of Adult Personality Development

2013 ◽  
Vol 18 (4) ◽  
pp. 273-285 ◽  
Author(s):  
Patrick L. Hill ◽  
Mathias Allemand ◽  
Marie E. Heffernan
Keyword(s):  
Personality Trait ◽  
Emotional Regulation ◽  
Personality Development ◽  
Well Being ◽  
Current Paper ◽  
Future Research ◽  
Social And Emotional ◽  
Dispositional Forgiveness ◽  
Adult Personality ◽  
Relationship Attachment

Compared to the longstanding literature on the process of forgiveness or state forgiveness, relatively less research has focused on how to develop a dispositional tendency to forgive others, known as forgivingness. This holds particularly true with respect to adulthood, which has been typically viewed as a period of personality consistency rather than change. In the current paper, we begin by discussing forgivingness and its potential for promoting adult well-being. Next, we describe three literatures that help us understand possible influences on forgivingness development in adulthood, which focus on (a) how adults respond to their changing societal roles, (b) the choices they make with respect to social and emotional regulation, and (c) their relationship attachment models. Finally, we conclude by presenting important questions for the future research on this personality trait.

The Dynamics of Dementia Communication

2020 ◽  
Author(s):  
Alison Wray
Keyword(s):  
Well Being ◽  
Memory Systems ◽  
Dementia Care ◽  
Social Perceptions ◽  
Social And Emotional ◽  
Emotional Factors ◽  
Good Advice ◽  
Pragmatic Reasoning ◽  
Shed Light

Despite a plethora of good advice, it can be hard to sustain effective communicative behaviours when someone is living with a dementia. This book asks why that is. Part 1 explores how various dementia-causing diseases affect the linguistic, pragmatic (reasoning), and memory systems; how social perceptions and practices exacerbate the underlying biological problems; how people living with a dementia describe their experiences; and how dementia care currently addresses the challenges of communication. Part 2 asks why people communicate and what shapes how they communicate. The Communicative Impact model of communication is introduced and theoretically justified. It is argued that all communication is driven by people’s desire to make beneficial changes to their experiential world by getting the hearer to do, say, think, or feel something. Part 3 applies the model from part 2 to the range of considerations explored in part 1, helping readers see how and why communication is undermined and reshaped by the various biological, social, and emotional factors underlying the dementia experience. The model is used to shed light on how people living with a dementia are perceived and, as a result, treated, with particular attention to the acceptability of (well-intentioned) deception. The final chapter asks what needs to change if communication and well-being are to be optimized for people living with a dementia. In pursuit of truly person- and relationship-centred care, proposals for advanced skills in communication with a person living with a dementia are presented and explained, helping anchor the ubiquitous dos and don’ts in a deeper understanding of why interaction is difficult.

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