scholarly journals Social inequalities in early childhood competences, and the relative role of social and emotional versus cognitive skills in predicting adult outcomes

2021 ◽  
Author(s):  
Ingrid Schoon ◽  
Bilal Nasim ◽  
Rose Cook
Keyword(s):  
Early Childhood ◽  
Cognitive Skills ◽  
Social Inequalities ◽  
Relative Role ◽  
Adult Outcomes ◽  
Social And Emotional

The Black/White Skill Gap in Early Childhood: The Role of Parenting

2020 ◽  
Vol 63 (4) ◽  
pp. 525-551
Author(s):  
Benjamin G. Gibbs ◽  
Douglas B. Downey
Keyword(s):  
Early Childhood ◽  
Cognitive Skills ◽  
Cognitive Skill ◽  
Powerful Predictor ◽  
Related Factors ◽  
White Children ◽  
Black And White ◽  
School Aged Children ◽  
American Society

Researchers have sought to understand why cognitive skill disparities between black and white children persist in American society, but the most thorough examinations study school-aged children during a period when the black/white skill gap is already well established. Using the Early Childhood Longitudinal Study–Birth Cohort of 2001, we find trivial black/white differences in cognitive skills at 10 months of age but large disparities at 24 and 48 months, suggesting that the gap emerges in force between 10 months and age four. Although black/white differences in parenting are a powerful predictor, these variations are driven by socioeconomic and related factors that directly and indirectly shape cognitive development gaps between black and white children.

scholarly journals Praktik Hidup Berkesadaran untuk Anak Usia Dini

2019 ◽  
Author(s):  
Waluyo
Keyword(s):  
Early Childhood ◽  
Moral Development ◽  
Formal Education ◽  
Self Control ◽  
Social And Emotional ◽  
The Social ◽  
Living Together ◽  
Text Context ◽  
Taking Care

The issue of this article focuses on the conflicts and violence that concern many parties as it involves children. The involvement of children in world conflict is a contribution and a large role of adults around them, especially parents and families. Children who are raised with violence will give birth to a violent generation of ambiguous ambitions that can create chaos and even future physical warfare. Informal, non-formal, and even formal education is still less than optimal in generating a loving generation and tends to concentrate on competitive performance with minimal mastery of social and emotional skills. This article aims to provide a comprehensive description of life-conscious practices that are applied to early childhood in accordance with moral development and character formation of children.This method of study uses a syntesize checklist consisting of preliminary, advanced, and final systesis; taking into account elements of text, context, and discourse. The object of this study is ideas about the conscious practice of various literature sources, especially its application that can be used for the age of the children. The validity of the study is based on a confirmability that reflects the objectivity of the study.The results of the study show that: (a) the form of awareness practices that can be applied to early childhood, namely: living together, breathing, sitting meditation, eating together, resting, noble silence, hugging meditation, meditation, taking refuge, taking care of anger, and coming home; (b) the integration of life-conscious practices for moral development includes: coming home, relativistic hedonism (resting), sitting meditation, noble silence, hugging meditation, maintaining social norms and authority (eating together, tea meditation), orientation of self-esteem with the social environment (taking refuge, taking care of anger), and the universal principle (living together, breathing); and (c) the integration of conscious forms of living practice can each lead to the formation of character that includes three components: moral knowing (conscious, knowing, moral, self-knowing, decisions, perspectives), moral feeling (self-control, empathy, loving truth, ), and moral action (want, custom, competent).

scholarly journals Unequal Classrooms: Online Higher Education and Non-Cognitive Skills

2020 ◽  
Vol 23 (2) ◽  
pp. 97-113 ◽  
Author(s):  
Jennifer M. Morton
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Low Income ◽  
Cognitive Skills ◽  
Economic Role ◽  
Social And Emotional ◽  
The Social ◽  
The University ◽  
Changing Role

In this paper, I reflect on the changing role of higher education by focusing on the case of online education. I consider the promise of online education as a means to mitigate educational inequalities. Based on the available empirical evidence, I argue that this promise is unlikely to be fulfilled because online education is not well-suited to develop the social and emotional skills needed by students from low-income and minority backgrounds for social mobility. Nonetheless, the changing social, political, and economic role of the university should lead us to revise the classical vision of the university’s aims. I argue that the aim of the university should be sensitive to its new social, political, and economic role without falling prey to coarse pragmatism. This third approach delicately navigates the middle-ground between idealism and pragmatism.

scholarly journals Study of factors related to social and emotional skills in early childhood in Japan

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
M Kobayashi ◽  
M Takakura ◽  
K Kakazu ◽  
S Gredzuk ◽  
T Masuzawa ◽  
...  
Keyword(s):  
Early Childhood ◽  
Cognitive Skills ◽  
Multivariate Logistic Regression Analysis ◽  
Self Control ◽  
Intervention Programme ◽  
Okinawa Island ◽  
Emotional Skills ◽  
Social And Emotional ◽  
Social And Emotional Skills ◽  
The Social

Abstract Background There are numerous reports that social and emotional skills in early childhood have profound influence on lifelong health. The aim of this research is to determine the relation between the lifestyle and the social and emotional skills among children in present day Japan. Methods The object of analysis was a total of 110 parents of kindergarten students (56 boys, 48 girls,6 gender unknown) from 3 kindergartens in central Okinawa Island. The survey was conducted in mid-December 2019. Regarding the content of the survey, parents were asked to answer on a five-point scale, based on their subjective opinion, how good is their child, as compared to other children, in each of the 9 sub-scales of the social and emotional skills proposed in the 2015 OECD report, namely “perseverance,” “self-control,” “passion for goals,” “sociability,” “respect,” “caring,” “self-esteem,” “optimism,” “confidence.” Additionally, other question items were set, mainly to ask about the child's own lifestyle. Results The results of multivariate logistic regression analysis are following. As for “achieving goals:” 3 items for perseverance - “there are few likes and dislikes about food (OR:2.67, 95％CI:1.03～6.94, p=.043),” “Time for playing games on smartphone is determined (OR:3.21, 95％CI:1.19～8.68, p=.021),” “Eat more fruits (OR:3.03, 95％CI:1.24～8.26, p=.016),” are statistically significant. [Other results are omitted in this abstract] Conclusions It became clear that the acquisition of social and emotional skills during early childhood generally involves regular lifestyle and “discipline” at home as a whole. Besides, it is important for parent and child to do various activities together, including those aiming to increase cognitive skills. This study is considered to be a powerful evidence for the development of future intervention programme, aimed at acquiring social and emotional skills in early childhood. Key messages In early childhood family and kindergarten have to cooperate to foster social and emotional skills, important for lifelong health. This study is considered to be a powerful evidence for the development of future intervention programme, aimed at acquiring social and emotional skills in early childhood.

scholarly journals The Effectiveness of Parenting Cooperation Models for Parents and Teachers in Developing Social and Emotional Early Childhood

2020 ◽  
Vol 8 (1) ◽  
pp. 67-75
Author(s):  
Syuraini Syuraini
Keyword(s):  
Early Childhood ◽  
Parenting Program ◽  
Parenting Programs ◽  
Emotion Development ◽  
Social And Emotional ◽  
Children's Education ◽  
Children’S Education ◽  
Role Of Parents ◽  
Very High

Maybe some parents still think that children's education is a normal thing and naturally children will become smart. Some still believe that according to the age of the child will develop with the help of teachers at school without having to work hard at home. This is happening right now for parents who don't understand the importance of the role of parents in children's education. In this study a parenting collaboration model was developed using development research. In this research, the effectiveness and practicality of the model are very real where the presence and enthusiasm of parents is very high to participate in parenting activities. Principals and teachers have very positive responses to the parenting program. It is recommended that teachers always make and implement parenting programs with parents from the beginning of planning to evaluating programs.Keywords: Parenting Cooperation, Social Development, Emotion Development, Early Childhood

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