Early Childhood Peer Reviewed Journals Social Emotional Development

Special Result "Social and Emotional Development in Early on Childhood Education"

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Special Outcome Editor

Prof. Dr. Mirjam Kalland
Electronic mail Website
Guest Editor

Section of Education, University of Helsinki, Yliopistonkatu 4, 00100 Helsinki, Republic of finland
Interests: family studies; kid development; early childhood education.

Special Issue Information

Dear Colleagues,

Social and emotional development is fundamental for the healthy development and wellbeing of children. Social and emotional development involves the conquering of skills related to understanding feelings and intentions in self and others, and to learn to regulate behavior past managing stiff emotions. Social and emotional evolution is also related to the ability to feel empathy and to develop prosocial behaviors. In improver, social and emotional development is important for the development of skills related to school readiness and later bookish achievement. These include, amidst others, the ability to cooperate with other kids and to pay attention to and relate to adults every bit a reliable source of information—i.e., epistemic trust. Creating epistemic trust is specially important in classrooms with children from diverse cultural backgrounds, children with challenging behavior, and children with learning difficulties. In brusk, social and emotional development is the primal to self-regulation, social interaction, and learning. A related concept is Theory of Mind, i.e., the ability to understand mental states (intentions, desires, thoughts, and beliefs), and to predict one'due south own and others' behavior on the ground of these understandings. Finally, a child'due south positive relationship with trusting and caring adults is the central to successful social and emotional development. Thus, mentalizing, i.e., the ability to keep the kid's heed in mind, is of vital importance for teachers, and tin be enhanced in both children and teachers in the classroom.

Prof. Dr. Mirjam Kalland
Invitee Editor

Manuscript Submission Information

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Keywords

• social and emotional learning
• early didactics
• intervention studies
• theory of mind development
• promoting mentalizing
• assessments of social and emotional evolution
• schoolhouse readiness

Published Papers (five papers)

Research

Open Access Commodity

Attitudes, Behavior and Relations in the Early School Years

Viewed past 174

Abstract

In the early school years, the accent is more than and more on cognitive output factors. Not-cognitive development is receiving less attention than before, though such factors are important determinants of academic success. This study aims at answering two questions: (i) How practise young [...] Read more.

In the early school years, the emphasis is more and more than on cognitive output factors. Non-cognitive development is receiving less attending than before, though such factors are important determinants of bookish success. This study aims at answering two questions: (1) How do young children perform on a number of non-cognitive characteristics, more specifically, attitudes, behavior, and relationships? (ii) Are there any differences with regard to those characteristics according to the pupils' social and ethnic/immigrant background? To answer the questions, information from the Dutch large-scale accomplice study COOL5-eighteen were analyzed. The principal sample included nearly 6500 form 2 pupils (half dozen-year-olds). Teachers answered questions near their pupils' attitudes, beliefs, and relationships. One- and 2-style analyses of variance were employed, and effect sizes were computed. The results showed that the teachers rated their pupil's work mental attitude as lower than their behavior and popularity. They were more positive regarding their relationship with the pupils. More important was that in that location were differences according to the pupils' social and ethnic/immigrant backgrounds: ethnic minority/immigrant pupils scored less positive on all non-cognitive characteristics than native Dutch pupils, and the higher the parental educational level, the more favorable their children performed on the non-cognitive characteristics. These findings are discussed and possible solutions are presented. Total article

Open Access Article

What Do Preschool Teachers and Parents Think about the Influence of Screen-Time Exposure on Children's Development? Challenges and Opportunities

Viewed by 675

Abstruse

Children'due south exposure to screens has been increasing in recent years and so has the concern nigh its touch on on children's development. This study aims to analyze preschool teachers' and parents' views on the influence of screen-time exposure on children's development. Semi-structured interviews with [...] Read more.

Children's exposure to screens has been increasing in contempo years and and so has the business about its impact on children's development. This study aims to analyze preschool teachers' and parents' views on the influence of screen-time exposure on children's development. Semi-structured interviews with preschool teachers (n = 9), as well as information from a previous quantitative study, based on an online questionnaire applied to parents of children in preschool (n = 266) were used for data collection. For this study, eminently of qualitative nature, the post-obit dimensions were analyzed: children's habits of exposure to screens at home, changes in children's play habits at schoolhouse, strategies/methodologies used by preschool teachers, utilize of technologies at schoolhouse and children'south language development. The results from the report with parents show that screen-time exposure of children is between ane h to 2 h of goggle box per twenty-four hour period, mostly to scout cartoons. Parents also report that most of the children employ vocabulary in other languages at abode. Most preschool teachers agreed that children are changing their play habits and mainly their behaviors and attitudes, influenced by screen-time exposure. They believe that language development is besides irresolute, mentioning more language problems in children. Changes in pedagogic strategies and specialized training on educational applied science are needed to become closer to children'south interests. Total article

Open Admission Article

Educator Perceptions of Early on Learning Environments as Places for Privileging Social Justice in Rural and Remote Communities

Viewed by 366

Abstract

Early childhood education and intendance (ECEC) in Commonwealth of australia has long been associated with the concept of social justice, however, a clear agreement of what it looks like across diverse services and communities is not available. This commodity reports the process of inquiry, as [...] Read more than.

Early childhood education and intendance (ECEC) in Commonwealth of australia has long been associated with the concept of social justice, however, a clear agreement of what information technology looks like across diverse services and communities is not available. This article reports the procedure of research, as well as the outcomes, of a small-scale study designed to uncover the perceptions of ECEC educators working in rural and remote communities in the land of Queensland. Information were collected through individual semi-structured interviews with five educators from rural and remote settings identified equally areas experiencing significant growth in population diversity. An initial thematic analysis of the information revealed three key themes. A secondary assay using a place and space conceptual framework uncovered deeper, more sophisticated meanings of the educator experience of social justice. The inquiry is of import in bringing pedagogical conversations to the forefront regarding ECEC educator perceptions of their role in creating a socially just learning environment. In addition to identifying time to come inquiry possibilities, implications from the findings indicate opportunities for re-examining and rethinking initial teacher education and ongoing professional learning. Total commodity

Open Access Feature Paper Commodity

Emotional Evolution Questionnaire for Main Education (CDE_9–13)

Viewed by 594

Abstract

This written report presents the structure of the Emotional Development Questionnaire (CDE_9–13) and examines its psychometric properties. This questionnaire measures the emotional competence and its five dimensions—emotional awareness, emotional regulation, emotional autonomy, social competence, and life and well-being competence—of boys and girls from 9 [...] Read more.

This report presents the construction of the Emotional Development Questionnaire (CDE_9–thirteen) and examines its psychometric backdrop. This questionnaire measures the emotional competence and its five dimensions—emotional awareness, emotional regulation, emotional autonomy, social competence, and life and well-being competence—of boys and girls from 9 to 13 years of age. Its construction followed the guidelines of the International Test Commission. The final version consists of 41 items. The full sample is 1905 boys and girls betwixt the ages of ix and 13, although fractional samples take been used for specific analyses. Various studies have been carried out to demonstrate the reliability and validity of the musical instrument: the calculation of the reliability coefficient, a confirmatory gene analysis (CFA), and the correlational comparison of the CDE_9–13 with recognized measures of emotional intelligence, personality, adjustment difficulties, and self-esteem. Likewise, a regression study has been carried out to ostend the incremental validity. The CDE_9–13 is a theoretically well-founded questionnaire with advisable psychometric characteristics. Therefore, information technology is considered an optimal tool to assess emotional competence in interventions aimed at promoting mental health and well-beingness. Full article

Open Admission Article

Impact of COVID-19 Restrictions on the Social-Emotional Wellbeing of Preschool Children and Their Families

Cited by ane | Viewed by 1878

Abstract

In the spring of 2020, as a result of the lockdown caused by the COVID-19 pandemic, many children dropped out of daycare and early pedagogy in Finland, and parents had to residue piece of work and childcare for months. The wellbeing of families during the [...] Read more.

In the spring of 2020, as a effect of the lockdown caused past the COVID-19 pandemic, many children dropped out of daycare and early on teaching in Finland, and parents had to balance piece of work and childcare for months. The wellbeing of families during the lockdown has been studied to some extent, but few studies have focused on children nether school age. In May 2020, we sent a survey to the 82 families originally recruited in our study on supporting social-emotional development in early on childhood education units, which had been interrupted by the pandemic. Xx families responded to questionnaires about the impacts of the lockdown on the wellbeing of the children and their parents. Parents reported a decline in children'south prosocial beliefs compared to the time before the pandemic and assessed that the children who stayed at abode were lonelier than children who remained in daycare. Otherwise, being at home or in care was not associated with children'due south physical or mental wellbeing. Parents had experienced increased mental strain and increased problems in marital relationships and the disruption of children's participation in daycare was associated with deterioration in the parent–child relationship. Due to the modest sample size, these results should be interpreted with caution. Total article

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Source: https://www.mdpi.com/journal/education/special_issues/early_childhood_education

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