Connecting the Dots in Cleveland County: Fostering Social and Emotional Growth in Early Childhood

2008 ◽  
Author(s):  
Joan F. Walsh
Keyword(s):  
Early Childhood ◽  
Social And Emotional ◽  
Cleveland County ◽  
Connecting The Dots

scholarly journals DEVELOPING SOCIAL EMOTIONAL INTELLIGENCE THROUGH PLAYING ACTIVITIES FOR EARLY CHILDHOOD

2019 ◽  
Vol 7 (5) ◽  
pp. 946-950
Author(s):  
Yuni Astuti ◽  
Andika Prajana ◽  
Damrah ◽  
Erianti ◽  
Pitnawati
Keyword(s):  
Emotional Intelligence ◽  
Early Childhood ◽  
Qualitative Method ◽  
Social Emotional ◽  
Analysis Techniques ◽  
Social And Emotional ◽  
Positive Attitudes ◽  
The Social ◽  
Hereditary Factors ◽  
Emotional Aspects

Purposes of the study: The purpose of this study was to describe the way to develop social-emotional intelligence in early childhood through play activities. A child doesn’t have social Emotional intelligence naturally in early childhood, but it must be nurtured and developed by parents and teachers in schools through developing social and emotional aspects of early childhood that can be done with various methods. Methodology: This study used a qualitative approach to the literature model. The method used in this study is a qualitative method with content analysis techniques consisting of developing the social and emotional aspects of early childhood is through playing activities. Result: The researcher found that playing activities by children can develop social-emotional of early childhood among others. The activities such as playing in small groups like children’s traditional games or playing with tools such as balls, marbles, rubber and, other tools. Implication/Applications: The findings of this study can help young children to be able to improve the development of social-emotional intelligence caused by hereditary factors and the environment through play activities. In this play, the activity can increase positive attitudes including honest behavior, independence, responsibility, fair, confident, fair, loyal friends, and the nature of compassion towards others and have high tolerance and demanded cooperation between others

scholarly journals Social and Emotional Learning Associated With Universal Curriculum-Based Interventions in Early Childhood Education and Care Centers

2018 ◽  
Vol 1 (8) ◽  
pp. e185727 ◽  
Author(s):  
Claire Blewitt ◽  
Matthew Fuller-Tyszkiewicz ◽  
Andrea Nolan ◽  
Heidi Bergmeier ◽  
David Vicary ◽  
...  
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Childhood Education ◽  
Social And Emotional ◽  
Education And Care

Washington View: Lessons from Benjamin Franklin

2019 ◽  
Vol 100 (7) ◽  
pp. 72-73
Author(s):  
Maria Ferguson
Keyword(s):  
Higher Education ◽  
Early Childhood ◽  
Social And Emotional Learning ◽  
Educational Opportunities ◽  
Benjamin Franklin ◽  
Access To Higher Education ◽  
Policy Perspective ◽  
Education Access ◽  
Childhood Education ◽  
Social And Emotional

Historian Nick Bunker’s Young Benjamin Franklin: The Birth of Ingenuity shows that young Franklin benefited from a childhood with an ambitious and loving family, access to educational opportunities, and free time to explore. Maria Ferguson considers how those lessons might apply to contemporary childhoods. From a policy perspective, Franklin’s childhood depended on strong early childhood education, access to higher education, and social and emotional learning. In all three areas, positive steps are being made, although progress is slow.

The Development of Social–Emotional Competence in Preschool-Aged Children: An Introduction to the Fun FRIENDS Program

2007 ◽  
Vol 17 (1) ◽  
pp. 81-90 ◽  
Author(s):  
Kristine M. Pahl ◽  
Paula M. Barrett
Keyword(s):  
Early Childhood ◽  
Intervention Program ◽  
Emotional Competence ◽  
School Setting ◽  
Early Years ◽  
Social Emotional ◽  
Universal Intervention ◽  
Social Emotional Competence ◽  
Social And Emotional ◽  
Challenging Tasks

AbstractThe development of social–emotional competence is of key importance during early childhood, particularly during the preschool years. We too often believe that early childhood education should focus on the promotion of academic skills to increase intelligence and, therefore, neglect the importance of social and emotional learning. Children who are socially and emotionally well adjusted do better at school, have increased confidence, have good relationships, take on and persist at challenging tasks and communicate well. The school setting is the optimal environment to implement interventions focused on increasing social–emotional competence. This article examines the importance of developing social–emotional competence during the early years of life and discusses universal intervention approaches within the classroom. A particular universal intervention program — The Fun FRIENDS program (Barrett, 2007) — aimed at increasing social–emotional competence is described in detail. The Fun FRIENDS program is a developmentally tailored, downward extension of the preexisting, evidence-based FRIENDS for Life program (Barrett 2004; 2005).

scholarly journals Perkembangan Emosi dan Sosial Pada Anak Usia Dini

2013 ◽  
Vol 18 (3) ◽  
pp. 423-438
Author(s):  
Novi Mulyani
Keyword(s):  
Early Childhood ◽  
Social Development ◽  
Human Development ◽  
Emotional Development ◽  
Social Emotional Development ◽  
Social And Emotional Development ◽  
Social Emotional ◽  
Social And Emotional ◽  
Complex Process ◽  
The Social

Abstract Human development is a complex process, which can be divided into four major domains, namely the physical, intellectual (including cognitive and language), as well as emotional and social (including moral development). In this paper the author will learn about the social and emotional development in early childhood. Social-emotional development of children is the sensitivity to understand other people’s feelings when interacting in everyday life. Social-emotional development is true can not be separated from each other. When discussing the social development of children it must intersect with the emotional development of children. Keywords: developmental, social, emotional, child.

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