Semi-structured individual interviews with 14 Estonian mothers and their children (aged 9-13 years) pairs who had 'friended' each other on Facebook were carried out to study pre-teens' and parents' ...reflections and experiences regarding information disclosures and sharenting on Facebook. We wanted to know what kind of information mothers shared about their children on Facebook and how the children perceived and reacted to such posts. Our findings indicated that there was a major discrepancy in the parents' and children's views about whether a parent should ask for permission to upload child-related content on social media. Pre-teens were often frustrated by their mothers' sharenting practices, which led to privacy boundary turbulence between parents and the children. Raising the awareness of parents is crucial as children not only feel a need to negotiate the terms of acceptable information sharing with their parents but also expect their parents to respect their views on the topic.
This book examines the role of peer relationships in child and adolescent development by tracking research findings from the early 1900s to the present. Dividing the research into three generations, ...the book describes what has been learned about children's peer relations and how children's participation in peer relationships contributes to their health, adjustment, and achievement.
Gary W. Ladd reviews and interprets the investigative focus and findings of distinct research eras to highlight theoretical or empirical breakthroughs in the study of children's peer relations and social competence over the last century. He also discusses how this information is relevant to understanding and promoting children's health and development. In a final chapter, the author appraises the major discoveries that have emerged during the three research generations and analyzes recent scientific agendas and discoveries in the peer relations discipline.
With expulsion rates three times higher in pre-K classrooms than in K-12 classrooms, behavior is one of the biggest and most pressing challenges faced by early childhood educators and providers. Find ...research-based guidance and strategies in this book, an essential resource for professionals working with children from birth to age 5. You will start with a comprehensive, reader-friendly overview of early growth and learning across developmental domains, with special emphasis on the components of emotional development and the environmental factors that influence it. Then you will learn the guiding principles for nurturing social emotional development, aligned with the positive behavioral interventions and supports (PBIS) framework and the Pyramid Model. Concrete examples of specific, research based strategies help you put the principles into action and improve child outcomes in both center- and home-based settings. A keystone of professional preparation for both preservice and in-service early childhood providers, this book will show you how to work effectively with children, families, and colleagues to foster social emotional growth in the critical early years. Discover how to: (1) apply evidence-based universal prevention strategies to proactively support social-emotional growth; (2) collect data and use tailored secondary behavior strategies with children who have more intensive challenges; (3) collaborate with families and share concerns sensitively; (4) overcome roadblocks to PBIS through team communication and consistency; (5) encourage mindfulness in yourself and parental caregivers; (6) ensure that providers, caregivers, agencies, and other stakeholders work together and share accountability; and (7) engage in ongoing reflection to improve your self-efficacy and confidence. Practical materials: Sample scenarios that show you how to apply strategies, suggestions for collaborating effectively with families, insights from parents and educators, reflection questions, supplemental exercises to reinforce what you have learned, and access to a sampling of useful web-based resources. Foreword by Susanne Denham.
Although previous studies have underlined the importance of social interactions, multicultural education, prediction/imagination, and bilingual/bi-literacy learning, the intersection of all these ...four areas is yet to be explored. This qualitative case study explored how young bilingual readers create meanings and develop literary responses through prediction, imagination, and social interaction while reading multicultural literature. As part of a larger longitudinal study, this study focused on kindergarten-age Korean-English bilingual children at a Korean Language School in a Midwestern city in the United States. The data were collected over five months using audio/video recordings, open-ended interviews, and children's artifacts. The findings suggest that creative participation and social interactions using two languages help young bilingual readers to engage deeply with the reading and encourage multiple perspectives.
Conflicts are inevitable, often hard to navigate, and can quickly multiply and become unmanageable. And resolving conflict requires self-reflection, understanding, and vulnerability. But knowing how ...to tackle difficult conversations will strengthen relationships, create a more equitable community, and improve the impact educators have on the young children they work with. The first of its kind, "Finding Your Way Through Conflict" specifically focuses on conflict in early childhood education settings and gives concrete steps and strategies to help manage and resolve it productively. Authors Chris Amirault, Ph.D., and Christine M. Snyder, M.A., have decades of experience in early childhood education programs and conflict resolution. Built on their expertise and their own experiences, the book's conflict scenarios are engaging and authentic, empowering educators to get in and out of conflict in a variety of personal, organization, and cultural contexts. Some of these scenarios include: (1) The Discombobulated Team: The children's artwork you posted in the classroom yesterday is gone. Who took it down--and why?; (2) The Intent/Impact Disagreement: You were only trying to help! So why is that parent offended?; and (3) The Unexpected Disaster: Your team planned every aspect of that difficult parent meeting for days. So why was it such a catastrophe?
A sociocultural view of learning positions teachers as mediators who teach a curriculum that reflects what is valued by society. In this paper it is proposed that a specific focus on mediating ...relational agency to support collaboration further builds teacher and student capacity for learning. Relational agency is a two-way process, to become responsive so you can both receive and give support to peers. Peer interaction supports the development of communication, social and emotional competencies required for effective collaborative learning. The aim of this paper is to reflect how evidenced based social practices promoted relational agency in a collaborative classroom. These social practices can be adapted by other teachers interested in this approach with their students. The data are drawn from three linked, consecutive year-long projects conducted by the teacher/researcher with her students and teacher/colleagues whom she mentored. Rogoff's analytical planes provide a framework to analyse the qualitative data. The findings are presented as four case studies related to bullying, conflict resolution, student leadership and teacher mentoring that illustrate relational agency in action. Further research is necessary to understand how to support teachers for 21st century learning, within the context of traditional schools where the status quo is well established.
This Australian study examines whether and how technologies such as Artificially Intelligent (AI) toys in a home-based setting might socially and emotionally support children with diverse needs ...through play. Building on the concept of 'emotional capital', and employing a design-based research approach, parents during the COVID-19 lockdown periods in 2020 intentionally used robotic toys to engage their children with additional diverse needs in home-based play experiences. The data from both parents' and children's (n = 5) Zoom interviews, digital observations and children's drawings demonstrated how children creatively conversed with their AI robots in innovative and empathy-based dialogues that generated happy feelings and a sense of 'imaginary' togetherness with their robot during the coding experiences. This study contributes to research by exploring the use of AI robotic toys together with physical and artificial environments and offers a case to build children's emotional capital in enabling children's social-emotional literacies.
Featuring a wealth of familiar and easy-to-learn games, this practical handbook is designed to foster successful social strategies for children aged 5-12, and will help adults to understand and ...reflect constructively on children's social skills. The book covers the theory behind the games in accessible language, and includes a broad range of enjoyable activities: active and passive, verbal and non-verbal, and for different sized groups. Deborah Plummer addresses issues that might arise when supporting children with a range of communication differences, including children with learning differences, and offers a variety of cognitive and behavioural strategies to help children to reinforce the skills explored in the games. This is an ideal resource for teachers, parents, carers and all those working to improve the social skills of children.
Although previous studies have underlined the importance of social interactions, multicultural education, prediction/imagination, and bilingual/bi-literacy learning, the intersection of all these ...four areas is yet to be explored. This qualitative case study explored how young bilingual readers create meanings and develop literary responses through prediction, imagination, and social interaction while reading multicultural literature. As part of a larger longitudinal study, this study focused on kindergarten-age Korean-English bilingual children at a Korean Language School in a Midwestern city in the United States. The data were collected over five months using audio/video recordings, open-ended interviews, and children's artifacts. The findings suggest that creative participation and social interactions using two languages help young bilingual readers to engage deeply with the reading and encourage multiple perspectives.
Infants' Sense of People focusses on infants during their first year of life, exploring how they begin to think about other people, their feelings, emotions and intentions, and how they become aware ...of these aspects of their own development. Drawing on a broad range of research and developmental theory, Maria Legerstee takes the view that infants have an innate sense of people at birth, which is activated through sympathetic emotions. She questions the idea that infants use physical parameters such as contingencies or motion to distinguish people from objects, and rejects the assumption that infants are mechanical creatures before they become psychological ones. She argues persuasively that before infants learn to speak, interactions with others are possible because infants have a primitive pre-linguistic 'theory of mind'. This accessible 2005 book provides a valuable synthesis of current thinking on early social and cognitive development and the origins of theory of mind.
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