Classroom-level peer self-regulation as a predictor of individual self-regulatory and social-emotional development in Brazil

2021 ◽  
Vol 77 ◽  
pp. 101347
Author(s):  
Wendy S. Wei ◽  
Dana C. McCoy ◽  
Emily C. Hanno
Keyword(s):  
Emotional Development ◽  
Self Regulation ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Individual Self ◽  
Classroom Level

Household food insecurity and school readiness among preschool-aged children in the USA

2021 ◽  
Vol 24 (6) ◽  
pp. 1469-1477
Author(s):  
Dylan B Jackson ◽  
Alexander Testa ◽  
Daniel C Semenza
Keyword(s):  
Food Insecurity ◽  
School Readiness ◽  
Emotional Development ◽  
Self Regulation ◽  
Household Food Insecurity ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Household Food ◽  
The Usa ◽  
Preschool Aged Children

AbstractObjective:The present study examines the association between mild and moderate-to-severe household food insecurity and school readiness among a nationally representative sample of preschool-aged children.Design:Cross-sectional data pertaining to household food availability as well as four domains of school readiness – early learning skills, self-regulation, social-emotional development and physical health & motor development – were employed.Setting:The USA.Participants:15 402 children aged 3–5 years from the 2016–2018 National Survey of Children’s Health.Results:Both mild and moderate-to-severe food insecurity are associated with an increase in needing support or being at-risk in each of the four school readiness domains, particularly Self-Regulation (IRR = 4·31; CI 2·68, 6·95) and Social-Emotional Development (IRR = 3·43; CI 2·16, 5·45). Furthermore, while nearly half of the children in food-secure households are on-track across all four school readiness domains (47·49 %), only one in four children experiencing moderate-to-severe household food insecurity is on-track across all domains (25·26 %).Conclusions:Household food insecurity is associated with reductions in school readiness among preschool-aged children.

Individual differences, social attention, and the history of the social motivation hypotheses of autism

2019 ◽  
Vol 42 ◽  
Author(s):  
Peter C. Mundy
Keyword(s):  
Individual Differences ◽  
Early Development ◽  
Emotional Development ◽  
Social Motivation ◽  
Social Attention ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Precise Understanding ◽  
The Social ◽  
History Of

Abstract The stereotype of people with autism as unresponsive or uninterested in other people was prominent in the 1980s. However, this view of autism has steadily given way to recognition of important individual differences in the social-emotional development of affected people and a more precise understanding of the possible role social motivation has in their early development.

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