Shyness and social–emotional development among Chinese children: A systematic review and meta‐analysis

2021 ◽  
Author(s):  
Xinyi Zhang ◽  
Carrie Lau ◽  
Yi Yang
Keyword(s):  
Systematic Review ◽  
Emotional Development ◽  
Meta Analysis ◽  
Chinese Children ◽  
Social Emotional Development ◽  
Social Emotional

Iron-Deficiency Anemia in Infancy and Social Emotional Development in Preschool-Aged Chinese Children

PEDIATRICS ◽  
2011 ◽  
Vol 127 (4) ◽  
pp. e927-e933 ◽  
Author(s):  
S. Chang ◽  
L. Wang ◽  
Y. Wang ◽  
I. D. Brouwer ◽  
F. J. Kok ◽  
...  
Keyword(s):  
Iron Deficiency ◽  
Iron Deficiency Anemia ◽  
Emotional Development ◽  
Chinese Children ◽  
Deficiency Anemia ◽  
Social Emotional Development ◽  
Social Emotional

scholarly journals Prevalence and Characteristics of Social Withdrawal Tendency Among 3–24 Months in China: A Pilot Study

2021 ◽  
Vol 12 ◽  
Author(s):  
Fengjuan Zhou ◽  
Peiyuan Huang ◽  
Xueling Wei ◽  
Yixin Guo ◽  
Jinhua Lu ◽  
...  
Keyword(s):  
Emotional Development ◽  
Social Withdrawal ◽  
Age Groups ◽  
European Population ◽  
Chinese Children ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Cross Sectional ◽  
Exact Test ◽  
Ages And Stages Questionnaire

Background: Sustained withdrawal behavior is an obstacle for child development. The present study aimed to preliminarily evaluate the prevalence of social withdrawal tendency in young Chinese children using the Alarm Distress Baby Scale (ADBB) and describe the characteristics of socially withdrawn children.Method: This was a cross-sectional analysis as part of a prospective cohort study. A total of 114 children aged 3–24 months were included. The following instruments were administered: the Chinese version of ADBB, the Ages and Stages Questionnaire (ASQ-3), the Ages and Stages Questionnaire: Social-Emotional (ASQ:SE), and the Infant Temperamental Questionnaire. The tendency of social withdrawal in children was assessed using the ADBB. Social withdrawal was defined as an ADBB score of 5 or above. Student's t-test, χ2 test, and Fisher's exact test were performed to identify the differences in maternal and child characteristics between the children with and without social withdrawal. Age-specific indicators of development in these two groups were also presented.Results: About 16.7% of the children were socially withdrawn. Compared with those without social withdrawal, children with social withdrawal were older and had higher proportions of boys (68.4 vs. 42.1%) and social-emotional development delay (63.2 vs. 0%). In age-specific analyses, social-emotional development was poorer in children with social withdrawal across all age groups from 3 to 24 months.Conclusion: Assessed by the ADBB, the prevalence of social withdrawal tendency in young Chinese children was similar to that reported in the European population; children with social withdrawal tended to have poorer social-emotional development. Further research with larger sample sizes is needed to validate the scale and confirm these findings.

scholarly journals Social-Emotional Development of Children in Asia: A Systematic Review

2021 ◽  
Author(s):  
Geok Har Yong ◽  
Mei-Hua Lin ◽  
Teck Hock Toh ◽  
Nigel V. Marsh
Keyword(s):  
Systematic Review ◽  
East Asia ◽  
Emotional Development ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Problem Behaviour ◽  
The Social ◽  
East Asia Region

Abstract Background: There has been growing interest in the social-emotional development of children. However, the social-emotional development of children in Asia remains a knowledge gap. This systematic review identifies and summarises existing studies on the social-emotional development of children in Asia. Method: We conducted a systematic review using the Guidelines for Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA). This review included primary social-emotional development studies conducted in Asia and published in English. The study findings were entered into Microsoft Excel, and data were summarized quantitatively and thematically. Results: We reviewed 45 studies that met the inclusion criteria, and they were from 12 Asian countries, mostly the East Asia region (China and Hong Kong). Most of the studies were cross-sectional in design (n = 23, 51.1%). The majority of the studies focused on overall social-emotional development (n = 24, 53.3%), followed by social competence (n = 7, 15.6%), emotional development (n = 5, 11.1%), social-emotional learning (n = 3, 6.7%), problem behaviour (n = 3, 6.7%), self-regulation (n = 2, 4.4%), and 1 study (2.2%) focused on both social-emotional learning and problem behaviour. We did not perform the meta-analysis as the study findings were of heterogeneity.Conclusions: Studies on children’s social-emotional development in Asia are limited and mainly from the East Asia region. More diverse cultural studies on the social-emotional functioning of children in Asia are needed to understand children’s social-emotional development in Asia. Finally, parent and teacher knowledge on children’s social-emotional development should also be examined more closely. Systematic review registration: The protocol for this review was registered in PROSPERO (CRD42021238826).

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