Promoting Evidence-Based Practices in Supporting Social-Emotional Development for At-Risk Preschoolers

2010 ◽  
Author(s):  
Hsiang-Yeh Ho
Keyword(s):  
At Risk ◽  
Emotional Development ◽  
Evidence Based ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Evidence Based Practices

Enhancing Social–emotional Development through Evidence-based Resources

2018 ◽  
Vol 43 (4) ◽  
pp. 4-12 ◽  
Author(s):  
Antoinette White ◽  
Sue Walker
Keyword(s):  
Early Childhood ◽  
Emotional Development ◽  
Early Childhood Educators ◽  
Evidence Based ◽  
Social Emotional Development ◽  
Teaching Program ◽  
Social Emotional ◽  
Evidence Based Practices ◽  
Control Centre ◽  
And Control

SOCIAL–EMOTIONAL LEARNING (SEL) programs have demonstrated positive outcomes with universal audiences in several categories. Studies show that teachers are competent at administering such programs, yet there is limited research on educators’ ability to create an effective teaching program that meets SEL educational outcomes. This study explored early childhood educators’ use of an SEL resource and its effect on children's social–emotional development. Paired sample t tests explored changes to development over an eight-week period, between an intervention (n = 15) and control centre (n = 17). Checklists and journal entries provided insight into the educators’ teaching program and related activities. Findings suggest early childhood educators are capable of designing a teaching program targeting SEL instruction, using evidence-based practices. Results indicate that the resource had a significant effect on children's social–emotional development, particularly in targeted areas. These findings may assist early childhood educators in their planning, documentation and assessment of SEL outcomes, and may contribute to the literature on SEL in universal education settings.

Screen Exposure During Daily Routines and a Young Child’s Risk for Having Social-Emotional Delay

2017 ◽  
Vol 56 (13) ◽  
pp. 1244-1253 ◽  
Author(s):  
Sajani Raman ◽  
Sara Guerrero-Duby ◽  
Jennifer L. McCullough ◽  
Miraides Brown ◽  
Sarah Ostrowski-Delahanty ◽  
...  
Keyword(s):  
At Risk ◽  
Emotional Development ◽  
Median Number ◽  
Cross Sectional Study ◽  
Social Emotional Development ◽  
Children At Risk ◽  
Social Emotional ◽  
Cross Sectional ◽  
Daily Routines ◽  
Not At Risk

This cross-sectional study assessed associations between social-emotional development in young children and their number of daily routines involving an electronic screen. We hypothesized children with poor social-emotional development have a significant portion of daily routines occurring with a screen. Two hundred and ten female caregivers of typically developing children 12 to 36 months old completed the Ages and Stages Questionnaire: Social-Emotional (ASQ: SE) and a media diary. Caregivers completed the diary for 1 day around 10 daily routines (Waking Up, Diapering/Toileting, Dressing, Breakfast, Lunch, Naptime, Playtime, Dinner, Bath, and Bedtime). Median number of daily routines occurring with a screen for children at risk and not at risk for social-emotional delay (as defined by the ASQ: SE) was 7 versus 5. Children at risk for social-emotional delay were 5.8 times more likely to have ≥5 routines occurring with a screen as compared to children not at risk for delay (χ12 = 9.28, N = 210, P = .002; 95% confidence interval = 1.66-20.39).

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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