scholarly journals The Role of Quality ECE in Facilitating Mental Health and Well-Being in Children

2019 ◽  
Vol 29 (3) ◽  
pp. 57-76
Author(s):  
Sharon Penney ◽  
Gabrielle Young ◽  
Emily Butler ◽  
Kimberly Maich ◽  
David Philpott
Keyword(s):  
Mental Health ◽  
Young Children ◽  
Emotional Development ◽  
Well Being ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Healthy Relationships ◽  
Early Child ◽  
Highly Educated ◽  
Mitigating Factors

This article explores trends and statistics specific to the mental health status of children from both the Canadian and the global contexts to inform a conversation on the environmental conditions and experiences that impact the mental health of young children. The research described here focused on the intersection between mental health and early child education (ECE), along with the educational and professional development experiences of early childhood educators, in an attempt to identify mitigating factors that can ensure social-emotional development in children. The article argues that while ECE can help the social-emotional development of young children, there needs to be a focus on ensuring quality of experience with explicit social-emotional learning outcomes, delivered by highly educated professionals. It concludes with a call to focus on the mental health of young children, early child educators, and the critical importance of healthy relationships in the lives of these children.

The Antecedents of Misdiagnosis: When Normal Behaviors of Gifted Children Are Misinterpreted As Pathological

2009 ◽  
Vol 25 (2) ◽  
pp. 131-143 ◽  
Author(s):  
Edward R Amend ◽  
Paul Beljan
Keyword(s):  
Mental Health ◽  
Emotional Development ◽  
Current Knowledge ◽  
Gifted Children ◽  
Specific Situation ◽  
Symptom Presentation ◽  
Gifted Child ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Not Otherwise Specified

A patient walks into the physician's office and presents with a unique set of symptoms. To the physician, this is an unknown illness—the symptom presentation is unusual, like nothing he has ever seen before. Despite a thorough search, there is no information about it in the medical journals, and he hadn't heard about anything like it in medical school. He consults with colleagues and finds they haven't seen this either. He wonders, ‘What is going on here?’ He realizes he is in uncharted territory and attempts to fit the patient's symptomatology into his existing knowledge, finally determining that it is close to Disorder X, but not completely. In the absence of information about the specific situation, the physician uses his current knowledge and framework to explain the situation as best he can. Does this situation sound unusual? Is this something one might expect? When it comes to gifted children, this situation is often more the norm than the exception. Gifted children come with a set of characteristics that are often unknown to a typical medical or mental health professional because professionals receive little, if any, training about the characteristics, social/emotional development, or special needs of gifted individuals. When a gifted child presents to a professional who has no knowledge of gifted children, it is likely that the professional will fit the presenting behaviors or ‘symptoms’ into a framework with which he is familiar, perhaps saying that it looks like this disorder or that disorder, but has an unusual presentation that does not fit any diagnostic criteria completely. He may use the Not Otherwise Specified label for the condition, and it is unlikely that the professional will use giftedness as a frame to explain the behavior, due to lack of experience or knowledge about giftedness. This paper explores and explains much of the inadvertent misdiagnosis of gifted individuals.

scholarly journals Parental Mental Health and Early Social-emotional Development of Children Born Very Preterm

2009 ◽  
Vol 35 (7) ◽  
pp. 768-777 ◽  
Author(s):  
K. Treyvaud ◽  
V. A. Anderson ◽  
K. J. Lee ◽  
L. J. Woodward ◽  
C. Newnham ◽  
...  
Keyword(s):  
Mental Health ◽  
Emotional Development ◽  
Social Emotional Development ◽  
Parental Mental Health ◽  
Social Emotional ◽  
Very Preterm

Technology and Social-Emotional Development in the Early Childhood Environments

2011 ◽  
pp. 112-128 ◽  
Author(s):  
Judy Brown ◽  
Denise L. Winsor ◽  
Sally Blake
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Emotional Development ◽  
Cultural Environment ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Social And Emotional ◽  
Use Of Technology ◽  
Educational Environments ◽  
The Social

The research about the importance of social and emotional roles in learning has increased the focus in many early childhood programs on the social-emotional domains of development. The perceptions of the effects computers and other technology tools have on social/emotional development of young children may influence the acceptance and use of technology in these classrooms. This chapter discusses the research related to technology and social-emotional development, parents’ perceptions of what social interactions are important in relation to child-to-child and child-to adult realm, theoretical influences on educational environments, and approaches to intentional use of tools to support these important domains. Technology has changed the socio-cultural environment globally and we, as educators of young children, need to change how we approach social and emotional support for our children.

Food Insecurity: What Are Its Effects, Why, and What Can Policy Do About It?

2021 ◽  
pp. 237273222110322
Author(s):  
Caitlin T. Hines ◽  
Anna J. Markowitz ◽  
Anna D. Johnson
Keyword(s):  
United States ◽  
Child Health ◽  
Food Insecurity ◽  
Emotional Development ◽  
Healthy Lifestyle ◽  
Well Being ◽  
The United States ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Sufficient Food

Food insecurity—lack of access to sufficient food for an active and healthy lifestyle—affects more than 10 million children in the United States. Ample research links food insecurity to hampered child physical, cognitive, and social-emotional development and provides insights for policy. After introducing food insecurity and its measurement, this article summarizes what is known about the effects of food insecurity on child development. It then considers how food insecurity harms children and explores both direct pathways through child health and indirect pathways through parenting and parent well-being. Finally, after reviewing existing policy for reducing food insecurity, we provide suggestions for new policy and policy-targeted research.

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