Comparison of Machine Learning Analysis on Predictive Factors of Children’s Planning-Organizing Executive Function by Income Level: Through Home Environment Quality and Wealth Factors

Background and objective: This study identifies whether children's planning-organizing executive function can be significantly classified and predicted by home environment quality and wealth factors.Methods: For empirical analysis, we used the data collected from the 10th Panel Study on Korean Children in 2017. Using machine learning tools such as support vector machine (SVM) and random forest (RF), we evaluated the accuracy of the model in which home environment factors classify and predict children's planning-organizing executive functions, and extract the relative importance of variables that determine these executive functions by income group.Results: First, SVM analysis shows that home environment quality and wealth factors show high accuracy in classification and prediction in all three groups. Second, RF analysis shows that estate had the highest predictive power in the high-income group, followed by income, asset, learning, reinforcement, and emotional environment. In the middle-income group, emotional environment showed the highest score, followed by estate, asset, reinforcement, and income. In the low-income group, estate showed the highest score, followed by income, asset, learning, reinforcement, and emotional environment.Conclusion: This study confirmed that home environment quality and wealth factors are significant factors in predicting children’s planning-organizing executive functions.

How the Emotional Environment Shapes the Emotional Life of the Child

Emotion understanding facilitates the development of healthy social interactions. To develop emotion knowledge, infants and young children must learn to make inferences about people's dynamically changing facial and vocal expressions in the context of their everyday lives. Given that emotional information varies so widely, the emotional input that children receive might particularly shape their emotion understanding over time. This review explores how variation in children's received emotional input shapes their emotion understanding and their emotional behavior over the course of development. Variation in emotional input from caregivers shapes individual differences in infants’ emotion perception and understanding, as well as older children's emotional behavior. Finally, this work can inform policy and focus interventions designed to help infants and young children with social-emotional development.

The Importance of pupils social-emotional development

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.

CURRICULUM REFORM IN EAST TIMOR: CURRICULUM MATHEMATICS PRIMARY SCHOOL

This study aimed to analyze the newly developed math curriculum taking into account the views of teachers and students. Curriculum analysis is realized in three dimensions; (1) Classroom management – the physical and emotional environment of the classroom, the role of teachers and students, and interactions, (2) Instructions – objectives, planning, implementation, methods and techniques, instructional media, and measurement and evaluation, and (3) Strengths (and benefits) and weaknesses (and limitations). Qualitative case study methods are utilized with literature reviews. The responses collected from the sources are the content that is analyzed, and then the code is categorized. These findings suggest that some changes have been made and reflected in the implementation of the classroom, and the student-centered approach has been incorporated into the instruction. On the other hand, some difficulties arise during implementation due to a lack of infrastructure

EMOTIONAL INTELLIGENCE – THE KEY TO INCLUSIONIN KINDERGARTEN

The paper presents some games to help the adult to find the right way how to help the child to recognize, understand, name, express and adequately control their emotions. The material is interesting, useful and practically applicable. The role of the teacher in the process of interaction is extremely responsible, as he/she is the authority and the child copies his/her behavior. It is important to encourage good behavior and positive behavior in children. Our work with children also covered the period of their learning in an electronic environment from a distance. The successful partnership with the families led to the realization of the goals and tasks set by the teams for the development of emotional intelligence in children. The child is a book that „reads“ the development and stability of the emotional environment in the family and the adult’s mission is to choose how to write this book.

The Role of Emotions in Mobilization of Society to Fight Climate Change: Constructing Emotional State to Inspire Mass Movement

How do emotions contribute to mobilizing the international community to join massive protests against climate change? Although it is common to superficially state that protests are full of various emotions, it remains unclear how emotions become collective on the international level and how they ensure the spread of mass mobilization. This research paper examines the process of collectivization of emotions and how it explains mass mobilization in the case of international climate change strikes. This paper raises the question of how the emotional environment was favourably constructed in Greta Thunberg’s case in order to mobilize international society to join climate change strikes, and it aims to reveal how group emotions play an important role in successful international mobilization. Based on Sarah Ahmed’s theory of cultural politics of emotions and James M. Jasper’s theory linking emotions and social movements, it is assumed that specific emotions were circulated to create a distinct emotional environment that inspired the international community to join Thunberg’s climate strike. An Emotional Discourse Analysis revealed that Thunberg’s speeches are full of emotional potential that provokes reactive emotions such as fear, anger and hope in the global society and establishes an injustice-based framing of the problem as well as the dichotomy between the political elite and the global society. This study contributes to the research field of emotions in international relations by exploring in more depth the collectivization of emotions and expands the theory of cultural politics of emotions to include explanations of international politics phenomena such as mass mobilization.

Bimbingan Interaksi Sosial Anak Kelainan Bicara di Panti Sosial Bina Serumpun Dinas Sosial Provinsi Kepulauan Bangka Belitung

This paper aims to discuss the social interaction guidance of speech impaired children at the Bina Serumpun Social Institution of the Bangka Belitung Islands Social Service, which includes the concept of implementation and the inhibiting factors of social interaction guidance for speech impaired children. The type of research used is field research with qualitative descriptive methods. The results of the discussion show that the concept of implementing guidance for children with speech disorders is through the stages of assessment, determination of therapists, implementation of therapy, and evaluation. Inhibiting factors from the interaction of children with speech disorders include the social and emotional environment of children that are not supportive, understanding of parents, lack of socialization, and barriers to focusing the child's attention.

Negative parental emotional environment increases the association between childhood behavioral problems and impaired recognition of negative facial expressions

Impaired facial emotion recognition is a transdiagnostic risk factor for a range of psychiatric disorders. Childhood behavioral difficulties and parental emotional environment have been independently associated with impaired emotion recognition; however, no study has examined the contribution of these factors in conjunction. We measured recognition of negative (sad, fear, anger), neutral, and happy facial expressions in 135 children aged 5–7 years referred by their teachers for behavioral problems. Parental emotional environment was assessed for parental expressed emotion (EE) – characterized by negative comments, reduced positive comments, low warmth, and negativity towards their child – using the 5-minute speech sample. Child behavioral problems were measured using the teacher-informant Strengths and Difficulties Questionnaire (SDQ). Child behavioral problems and parental EE were independently associated with impaired recognition of negative facial expressions specifically. An interactive effect revealed that the combination of both factors was associated with the greatest risk for impaired recognition of negative faces, and in particular sad facial expressions. No relationships emerged for the identification of happy facial expressions. This study furthers our understanding of multidimensional processes associated with the development of facial emotion recognition and supports the importance of early interventions that target this domain.

Phraseological units as means of expressing the emotivity in the Tatar language

Systematization and description of the arsenal of linguistic means of expressing emotions represent one of the major tasks for linguistics that returns nowadays to the theory of Wilhelm von Humboldt, which in the early XIXth century appealed to study the language in close connection with individual speakers. A logical interest of the researchers to the processes of manifestation of emotions in the language has resulted in the formation of a new scientific field – linguistics of emotions aimed at the emotional environment of the language. In the Tatar language human emotions are verbalized mostly by the phraseological units representing various mental states of a person, one’s inner world. Studying means of expressing emotive vocabulary illustrated by the phraseological units provides an opportunity to present the whole complex of means of the language and the speech, as well as contribute to understanding the mentality and psychology of a Tatar language person. This article covers the Tatar phraseological units expressing negative connotation. The theme group “anger” represents the object of research. The authors have studied the emotional and appraisal semantics of the given group of phraseological units and attempted the revealing the specificity of the way of thinking and the worldview of the Tatar people. The analysis revealed that the phraseological units of the studied group are characterized by a great diversity of lexical, semantic, emotional and appraisal aspects. The emotional and appraisal volume of the phraseological units varies depending on the emotional state of the speaker and on his attitude to the addressee. Cultural and connotative semantics of the phraseological units is closely connected to the Tatar people’s worldview which has formed and has been enriched throughout the life experience.