Adolescence is a key developmental period for socio‐emotional skills, and companion animal relationships may be one potential source of emotional support and resilience during this time. This study ...used longitudinal data from 940 pet‐owning adolescents, collected over four‐time points, from youth in the Northeastern United States. We assessed whether pet relationship quality (indexed by relationship satisfaction, companionship, and emotional disclosure) predicted trajectories of loneliness, social anxiety, and depression. Results indicated that high satisfaction with a pet relationship was associated with more favorable trajectories, but companionship (i.e., regarding the frequency of interacting with the pet) was not related significantly to socio‐emotional functioning. High levels of disclosure to a pet were linked with less favorable trajectories for loneliness and depression, but not related to social anxiety. These results suggest that a pet relationship can, in some cases, be associated positively with socio‐emotional development, but that there is significant complexity in these associations. Families, educators, and practitioners should take a nuanced approach to understanding individual adolescent‐pet relationships as a contextual asset for specific youth.
Worldwide, millions of children have missed out on early childhood education and care (ECEC) due to the closure of their settings during the COVID-19 pandemic. However, little is known about the ...socio-emotional impact of these closures on young children. This paper draws upon a study of 506 parents of children aged 1–10 years in Ireland who completed the online Play and Learning in the Early Years (PLEY) Survey during lockdown in May and June 2020. Parents responded to a series of questions about their child’s play, learning and development during lockdown, and described the impact of the restrictions on their children’s lives. The study was approved by the institutional ethics committee. Findings indicate that most children missed their friends, playing with other children, and the routine and structure of ECEC and school settings. Parents described the negative impact of the closure of these settings on their children’s social and emotional well-being, which they suggested, resulted in tantrums, anxiety, clinginess, boredom, and under-stimulation. However, some parents did report positive aspects of lockdown for their children and the family, including more time to play with siblings and a break from the usual routine. While the findings of the PLEY study indicate that children’s socio-emotional development was severely disrupted during lockdown, with a variety of negative impacts, this experience was not universal. Moreover, the findings suggest that families missed the nurturing environment provided by ECEC programs that supported their children's socio-emotional development, as well as the structure and routine afforded by their children's participation in early childhood programs.
•DLLs have equal or better social–emotional outcomes compared to native English speakers.•Use of L1 in ECE classrooms has positive effects on DLLs’ social–emotional outcomes.•Many methodological ...issues limit the current state of knowledge in this area.•More work is needed on defining and measuring DLLs’ social development.
This review describes the state of existing knowledge with regard to dual language learners’ (DLLs) social–emotional development birth to age 5. The review focuses on several widely recognized dimensions of children's social–emotional development: self-regulation, social competence, social cognition, and problem behaviors. We begin by presenting a theoretical perspective that frames our understanding of the interplay between relational and contextual factors that contribute to the social–emotional well-being of DLLs. A targeted search of the literature identified 14 peer-reviewed studies published from 2000 to 2011 that examined social–emotional outcomes for young DLLs in family, school, and peer contexts. Results suggest that DLLs have at least equal (if not better) social–emotional outcomes compared to native English speakers. There is also some evidence that the use of the home language in early childhood classrooms can be a positive, moderating factor for DLLs’ social–emotional development. Contextual and individual characteristics are highly correlated with DLL status, making it difficult to develop clear conclusions about the unique influence of DLL status on social–emotional outcomes. We conclude by identifying avenues for future inquiry.
•Fathers spend a large proportion of their time with their children engaging in play.•This is often in the form of physical play such as rough and tumble.•Fathers’ play frequency increases from ...infancy and declines as children reach school age.•Early father-infant play is linked to positive social, emotional and cognitive outcomes.
Parent-child play interactions in the first years of life are linked to more positive cognitive and socio-emotional outcomes for children. The vast majority of previous research has focussed on mother-infant play interactions, but the potential positive role of fathers’ early involvement in children’s lives is being increasingly recognised, with higher levels of caregiving by fathers in many countries. To characterise the nature and potential impact of father-child play we undertook a systematic review of the published literature in psychological and educational databases up until 2018. We focussed on studies addressing the frequency and characteristics of fathers’ play with children (aged 0–3 years), and the potential impact on children’s development. We screened 436 articles, yielding 78 papers addressing the questions of interest. There are 3 key findings. First, fathers spend a significant proportion of their time with their children engaging in playful interactions, often in the form of physical play such as rough and tumble. Second, whilst findings are mixed, on balance the evidence suggests that fathers’ play frequency increases from infancy to preschool age with a subsequent decline in play as children reach early- middle childhood. Third, studies investigating links between fathers’ play and child outcomes suggest that fathers’ play in the early years can positively contribute to children’s social, emotional and cognitive outcomes. This potential for substantial benefit for children provides a clear imperative for policy makers and practitioners to facilitate and support fathers, as well as mothers, in developing more positive and playful interactions with their infants.
This article draws out the implications for school and classroom practices of an emerging consensus about the science of learning and development, outlined in a recent synthesis of the research. ...Situating the review in a developmental systems framework, we synthesize evidence from the learning sciences and several branches of educational research regarding well-vetted strategies that support the kinds of relationships and learning opportunities needed to promote children's well-being, healthy development, and transferable learning. In addition, we review research regarding practices that can help educators respond to individual variability, address adversity, and support resilience, such that schools can enable all children to find positive pathways to adulthood.
La integración juega un papel importante en el desarrollo socioemocional, dado que se entiende en el crear lazos o relaciones significativas. Este artículo es el resultado de un estudio que tuvo como ...objetivo identificar estrategias de integración adecuadas que beneficien al desarrollo socioemocional y a la rápida adaptabilidad e integración de los niños del nivel inicial. En esta investigación se aplicó la metodología cualitativa-cuantitativa, utilizando la estadística descriptiva, que determinó que el confinamiento por COVID-19 perjudicó al desarrollo socioemocional de los infantes; por ende, la propuesta fue diseñar una guía a base de actividades lúdicas, recreativas, utilizando el método pedagógico romántico, y al aplicar la guía, se observó cambios positivos en la interrelación dando paso a crear lazos afectivos.
The present study examined the effects of data‐guided innovations on students’ social‐emotional (SE) development within prekindergarten settings. Specifically, this study examined the effects of a ...pilot effort that sought to improve instructional quality through the use of structured classroom observations by coaches to help support teacher implementation of curricula and evidence‐based practices. In addition, teachers used formative assessments of students’ SE functioning to guide and individualize their instruction. To examine the effects of the multicomponent intervention, this study compared the SE functioning of students across three conditions: (1) students whose teachers received no data‐guided innovations; (2) students whose teachers received SE formative assessments; and (3) students whose teachers received both SE formative assessments and performance‐based feedback using structured classroom observations. Students whose teachers received both SE formative assessments and performance‐based feedback using structured classroom observations evidenced significantly greater SE competencies than those in the control group. Additionally, students whose teachers just received SE formative assessments evidenced greater SE competencies than those in the control group, however, the differences were not significant. Results indicate the potential value of these data‐guided innovations for improving prekindergarten student outcomes such as SE development and point to the next steps for future research.
Emotional regulation, understood as the skills and strategies needed to influence and/or modify the emotional experiences, has a very remarkable implication within numerous emotional and behavioral ...disorders in childhood and adolescence. In recent years there has been a significant increase in research on emotional regulation, however, the results are still divergent in terms of differences in emotional regulation in relation to age and gender. This study aimed to assess emotional regulation in adolescents in relation to their age and gender. Two hundred and fifty-four adolescents from eight schools in the Valencian Community and aged between 9 and 16 years participated in the study. The adolescents completed the Cognitive Emotion Regulation Questionnaire and the FEEL-KJ questionnaire. We analyzed the differences in emotional regulation strategies and a latent emotional regulation variable in two age groups (9-12 years and 13-16 years) and by gender. The results suggested that children and pre-adolescents in the 9-12 year group obtained lower scores in the emotional regulation strategies than the 13-16 year group. Girls reported higher scores on the use of emotional regulation strategies when experiencing sadness, anxiety and anger than boys, and on the overall average of regulation according to these specific emotions. Age, but not gender, had a major effect on scores for the latent variable of emotion regulation. An interaction effect between age and gender was identified in the latent emotion regulation scores. Girls tended to have higher scores than boys when they were younger and lower scores than boys when they were older. These results could be relevant for designing prevention and intervention programs for adolescents and at different ages.
This paper provides a critical review of measures of social and emotional development in early childhood for use within large-scale national surveys of child well-being and evaluations of early ...childhood interventions and initiatives. Key literature on social and emotional development was reviewed and organized around four commonly used subdomains: social competence, emotional competence, behavior problems, and self-regulation. Six measures, out of 75 which met criteria for more systematic review, were identified as good candidates for broader use with children birth to age five, based on their having a majority of 10 key features of strong assessments. The review also examines whether executive function is captured by measures of social and emotional development. Implications for enhancing the usefulness and effectiveness of social and emotional measures in the field and implications for future measures development are considered.
•Reviews extant measures of early childhood social and emotional development.•Includes social competence, emotional competence, behavior problems, and self-regulation.•Examines relationship of executive function to social and emotional development.•Calls for the field to enhance the usefulness and effectiveness of measures.
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