Supplemental Material for Examining Transactional Relations Between Behavioral Self-Regulation and Social-Emotional Functioning During the Transition to Kindergarten

2021 ◽  
Keyword(s):  
Emotional Functioning ◽  
Self Regulation ◽  
Social Emotional ◽  
Transition To Kindergarten ◽  
Social Emotional Functioning

Examining transactional relations between behavioral self-regulation and social-emotional functioning during the transition to kindergarten.

2021 ◽  
Vol 57 (12) ◽  
pp. 2093-2105
Author(s):  
Sara A. Schmitt ◽  
Jennifer K. Finders ◽  
Robert J. Duncan ◽  
Irem Korucu ◽  
Lindsey M. Bryant ◽  
...  
Keyword(s):  
Emotional Functioning ◽  
Self Regulation ◽  
Social Emotional ◽  
Transition To Kindergarten ◽  
Social Emotional Functioning

scholarly journals Yoga and Mindfulness Interventions for Preschool-Aged Children in Educational Settings: A Systematic Review

2021 ◽  
Vol 18 (11) ◽  
pp. 6091
Author(s):  
Yaoyao Sun ◽  
Renee Lamoreau ◽  
Samantha O’Connell ◽  
Raquel Horlick ◽  
Alessandra N. Bazzano
Keyword(s):  
Systematic Review ◽  
Early Childhood ◽  
Emotional Functioning ◽  
Self Regulation ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Stage Of Development ◽  
Social Emotional Functioning ◽  
Early Childhood Settings ◽  
Preschool Aged Children

Early childhood and the pre-school stage of development constitute a dynamic period for acquisition of social-emotional competencies. Yoga and mindfulness practices (YMP) have become increasingly used in schools for social emotional learning, but less is known about their utility in early childhood settings. A systematic review using PRISMA guidelines was undertaken to explore the effect of YMP on social emotional function among preschool-aged children (3–5 years). The review resulted in identification of 1115 records, of which 80 full text articles were screened, with final inclusion of 16 studies. Included studies evaluated the effect of YMP on social-emotional functioning, and identified the potential for YMP to improve regulatory skills such as behavioral self-regulation and executive function. Among studies reviewed, 13 reported improvements in these domains, but quality appraisal indicated significant variability in risk of bias across studies, and heterogeneity of outcome measurements hindered comparison. Programs appeared to produce better results when implemented for at least 6 weeks and among children who had lower baseline social-emotional functioning. YMP constitute a promising strategy for social emotional development in early childhood settings, but additional rigorously designed studies are needed to expand understanding of how and why these programs are effective.

Assessment Strategies I

2010 ◽  
pp. 29-41
Author(s):  
Rosemary Flanagan ◽  
Jeff A. Miller
Keyword(s):  
Academic Achievement ◽  
School Psychologists ◽  
Adaptive Functioning ◽  
Emotional Functioning ◽  
Behavioral Observation ◽  
Psychoeducational Assessment ◽  
Case Conceptualization ◽  
Social Emotional ◽  
Social Emotional Functioning ◽  
Assessment Strategies

Chapter 3 outlines the typical approach to psychoeducational assessment used by school psychologists and discusses the implications of this approach to case conceptualization. It then covers current measures commonly used in psychoeducational assessment across the domains of cognitive, academic achievement, and social-emotional functioning, including projective or performance-based measures, as well as tests and test batteries, behavioral observation, interviews, performance-based measures, adaptive functioning, and neuropsychological assessment. It concludes with a discussion of current controversies about the strengths and weaknesses of psychoeducational assessment.

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