Feelings First: Emotional Development in Parents and Children

1986 ◽  
Vol 31 (5) ◽  
pp. 346-347
Author(s):  
Mary J. Ward
Keyword(s):  
Emotional Development ◽  
Parents And Children

scholarly journals Permainan Tradisional sebagai Pengembangan Kecerdasan Emosi Anak

2018 ◽  
Vol 4 (2) ◽  
pp. 177-186
Author(s):  
Ramadhan Lubis ◽  
Khadijah Khadijah
Keyword(s):  
Early Childhood ◽  
Religious Education ◽  
Emotional Development ◽  
Early Childhood Development ◽  
Childhood Development ◽  
Social Emotional ◽  
First Semester ◽  
Parents And Children ◽  
Group B ◽  
Interesting Learning

Aspects of early childhood development include: Islamic religious education, social-emotional character and independence, language, cognitive, physical-motor and art. Early childhood requires concrete and interesting learning, as RA Al-Kamil and TKIT Nurul 'Ilmi applied traditional games. But not specifically analyzed the emotional development of children. Therefore, this study examined the emotional development of children using traditional games. The study was conducted in RA Al-Kamil and TKIT Nurul ‘Ilmi in first semester of the Academic Year 2018/2019. Subjects in this study are teachers, principals, parents and children of group B. The instruments used were observation forms, interview guidelines and documentation. The research is qualitative. Data analysis techniques used were triangulation and validity. The results showed that (1)traditional games used were against marbles, long clogs, conklak and bakelan; and (2) the emotional development of children develops after the application of traditional games in RA.

scholarly journals Hubungan antara Komunikasi Orang tua terhadap Anak dengan Temper Tantrum Anak di TK Nurul Hidayah

2019 ◽  
Vol 7 (2) ◽  
pp. 106
Author(s):  
Mega Sukma ◽  
Rani Fitriani Arifin ◽  
Farhandka Putra
Keyword(s):  
Emotional Development ◽  
Sampling Technique ◽  
School Age Children ◽  
P Value ◽  
Risk Category ◽  
School Age ◽  
Chi Square ◽  
Cross Sectional ◽  
Temper Tantrum ◽  
Parents And Children

Age 4 to 6 years is a stage referred to as pre-school age, it is a golden period of child development, related to his social and emotional development, children begin to learn to manage their emotions. The thing which is often occur in pre-school age children is disobedience and tantrum behavior (temper tantrum). Child's emotional development is influenced by changes in interaction and communication patterns in the family. Communication between parents and children is very important, as a medium for bridging fellow family members. The aim of this study was to determine the correlation between parent’s communication to children with child’s tempered tantrum. This study was quantitative with cross-sectional approach. The sample was parents (mother/father) of children who studied at the Nurul Hidayah Kindergarten. There were 58 respondents which was choosed by Stratified Random sampling technique. The results showed that the percentage of parent’s communication to children in the medium category was 31 respondents (53.4%), and children in the risk category of tempered tantrums were 34 respondents (58.6%). Analysis using the Chi-square test obtained the p value of 0.752 (p> 0.05). The conclusion of study, there was no correlation between parent’s communication to children and child’s tempered tantrum at the Nurul Hidayah Kindergarten, Simpang Empat, Tanah Bumbu in 2018. It was recommended that mothers do mentoring about all things related to child’s tempered tantrum.

scholarly journals THE IMPACT OF THE FAMILY ON THE EMOTIONAL DEVELOPMENT OF THE MIDDLE PRESCHOOL AGE CHILD

2019 ◽  
pp. 93-99
Author(s):  
Olga Karamysheva
Keyword(s):  
Family Relationships ◽  
Emotional Development ◽  
Educational Institution ◽  
Preschool Age ◽  
Family Ties ◽  
Parents And Children ◽  
The Family ◽  
Two Stages ◽  
The Impact

The article reveals the influence of the family on emotional development and formation of the emotional sphere of a child of middle preschool age. The analysis of psychological domestic and foreign literature is made. The article uses citations of researchers on this issue. This article describes the styles of family education and their characteristics, the classification of the main emotions of the child, and experimental research, which was conducted on the basis of pre-school educational institution number 455 of Kiev. Our study consisted of two stages. At the first stage, it was aimed at identifying a child’s preferred parenting style and perceiving the child as it is. At the second stage of the study, the diagnosis of the level of anxiety in children, the presence of fears and the attitude of the child to the family, family ties and places of the child in the family were conducted. The article describes the methods by which parents and their children were diagnosed; explanations and descriptions of the diagnostic results of parents and children are given. There are two methods for the diagnosis of fathers, and three for the diagnosis of children. The study was attended by twenty children of five years old and their parents. During the research, the influence of the family on the emotional development of a child of middle preschool age, the importance of emotional family relationships for harmonious development was experimentally grounded. The results of the study are documented in the text of the article in the form of drawings. According to the results of the research, conclusions have been drawn that point to the need for a more thoughtful choice of methods of education and communication with children, which will contribute to the harmonious emotional development of the child. Parents and educators are given recommendations. The prospects for further research are indicated.

KUALITAS INTERAKSI ORANG TUA DAN ANAK TERHADAP PERKEMBANGAN EMOSIONAL ANAK

2021 ◽  
Vol 3 (3) ◽  
pp. 243
Author(s):  
Juliatus Sholikha ◽  
Irwanto Irwanto ◽  
Nur Ainy Fardana N
Keyword(s):  
Emotional Development ◽  
Short Form ◽  
Emotional Problem ◽  
Cross Sectional ◽  
Child Interaction ◽  
Spearman's Rho ◽  
Parents And Children ◽  
Spearman’S Rho ◽  
Parent Relationship

Abstrak Latar Belakang: Interaksi orang tua dan anak merupakan salah satu hal yang paling signifikan dan mendasar dalam meningkatkan perkembangan emosional anak. Perkembangan emosional anak merupakan proses regulasi emosi diri. Kualitas interaksi orang tua terhadap anak tergolong masih rendah meski waktu kebersamaaan orang tua dan anak sudah baik, sehingga penelitian tentang interaksi orang tua-anak dan perkembangan emosional anak diperlukan. Metode: Penelitian ini merupakan penelitian analitik observasional dengan pendekatan cross sectional. Terdapat 226 orang tua dan anak usia 4-6 tahun bersedia menjadi responden. Instrumen yang digunakan adalah Child Parent Relationship Scale (CPRS) Short Form untuk mengukur kualitas interaski  dan Kuesioner Masalah Perilaku dan Emosional (KMPE) untuk mengukur perkembanagn emsoiuonal anak. Analisis data menggunakan uji Spearman’s Rho SPSS 21.0. Hasil: Mayoritas orang tua memiliki interaksi yang dekat dengan anak sebesar 87,6% dengan rata-rata 33,22. Perkembangan emosional anak didapatkan sebesar 78,3% anak berkembang secara normal. Hasil uji statistik menggunakan Spearman’s Rho didapatkan nilai signifikansi kedekatan orang tua dan anak terhadap perkembangan emosional anak sebesar p=0,000 dan r=0,603. Sedangkan, nilai signifikansi konflik orang tua dan anak terhadap perkembangan emosional anak sebesar p=0,000 dan r=-0.683. Kesimpulan: Terdapat hubungan kualitas interaski orang tua  dan anak terhadap perkembangan emsoional anak. Semakin baik kualitas interaksi orang tua dan anak maka semakin baik pula perkembangan emosional anak.Abstract Background: The interaction of parents and children is one of the most significant and fundamental things in improving children's emotional development. Children's emotional development is a process of self-regulation of emotions. The quality of parent interaction with children is still low even though the time of togetherness of parents and children is good, so research on parent-child interaction and emotional development of children is needed. Method: This study was an observational analytic study with a cross sectional approach. There were 226 parents and children aged 4-6 years who were willing to become respondents. The instruments used were the Short Parent Relationship Scale (CPRS) to measure the quality of the interview and the Behavioral and Emotional Problem Questionnaire to measure the emsoiuonal development of children. Data analysis using the Spearmans Rho SPSS 21.0 test. Results: The majority of parents have close interactions with children at 87.6% with an average of 33.22. Children's emotional development was obtained for 78.3% of children developing normally. The results of statistical tests using Spearmans Rho obtained significance values of parent and child closeness to children's emotional development by p = 0,000 and r = 0,603. Meanwhile, the significance of parent and child conflict on children's emotional development is p = 0,000 and r = -0,683. Conclusion: There is a relationship between the quality of parents' and children's interactions with emotional development of children. The better the quality of parent and child interaction, the better the child's emotional development.

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.

Speech-Language Pathologists' Comfort Level With Use of Term “Stuttering” During Evaluations

2020 ◽  
Vol 29 (2) ◽  
pp. 841-850 ◽  
Author(s):  
Courtney T. Byrd ◽  
Danielle Werle ◽  
Kenneth O. St. Louis
Keyword(s):  
Communication Disorders ◽  
Academic Experiences ◽  
Comfort Level ◽  
Future Research ◽  
Clinical Experiences ◽  
Speech Language Pathologists ◽  
Comfort Levels ◽  
Parents And Children ◽  
Evaluation Feedback ◽  
Study Participants

Purpose Speech-language pathologists (SLPs) anecdotally report concern that their interactions with a child who stutters, including even the use of the term “stuttering,” might contribute to negative affective, behavioral, and cognitive consequences. This study investigated SLPs' comfort in providing a diagnosis of “stuttering” to children's parents/caregivers, as compared to other commonly diagnosed developmental communication disorders. Method One hundred forty-one school-based SLPs participated in this study. Participants were randomly assigned to one of two vignettes detailing an evaluation feedback session. Then, participants rated their level of comfort disclosing diagnostic terms to parents/caregivers. Participants provided rationale for their ratings and answered various questions regarding academic and clinical experiences to identify factors that may have influenced ratings. Results SLPs were significantly less likely to feel comfortable using the term “stuttering” compared to other communication disorders. Thematic responses revealed increased experience with a specific speech-language population was related to higher comfort levels with using its diagnostic term. Additionally, knowing a person who stutters predicted greater comfort levels as compared to other clinical and academic experiences. Conclusions SLPs were significantly less comfortable relaying the diagnosis “stuttering” to families compared to other speech-language diagnoses. Given the potential deleterious effects of avoidance of this term for both parents and children who stutter, future research should explore whether increased exposure to persons who stutter of all ages systematically improves comfort level with the use of this term.

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