Mechanisms that mitigate the effects of child poverty and improve children's cognitive and social–emotional development: A systematic review

Abstract Background: There has been growing interest in the social-emotional development of children. However, the social-emotional development of children in Asia remains a knowledge gap. This systematic review identifies and summarises existing studies on the social-emotional development of children in Asia. Method: We conducted a systematic review using the Guidelines for Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA). This review included primary social-emotional development studies conducted in Asia and published in English. The study findings were entered into Microsoft Excel, and data were summarized quantitatively and thematically. Results: We reviewed 45 studies that met the inclusion criteria, and they were from 12 Asian countries, mostly the East Asia region (China and Hong Kong). Most of the studies were cross-sectional in design (n = 23, 51.1%). The majority of the studies focused on overall social-emotional development (n = 24, 53.3%), followed by social competence (n = 7, 15.6%), emotional development (n = 5, 11.1%), social-emotional learning (n = 3, 6.7%), problem behaviour (n = 3, 6.7%), self-regulation (n = 2, 4.4%), and 1 study (2.2%) focused on both social-emotional learning and problem behaviour. We did not perform the meta-analysis as the study findings were of heterogeneity.Conclusions: Studies on children’s social-emotional development in Asia are limited and mainly from the East Asia region. More diverse cultural studies on the social-emotional functioning of children in Asia are needed to understand children’s social-emotional development in Asia. Finally, parent and teacher knowledge on children’s social-emotional development should also be examined more closely. Systematic review registration: The protocol for this review was registered in PROSPERO (CRD42021238826).

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Parent report measures of infant and toddler social-emotional development: a systematic review

Family Practice ◽

10.1093/fampra/cmx003 ◽

2017 ◽

Vol 34 (2) ◽

pp. 127-137 ◽

Cited By ~ 7

Author(s):

Maiken Pontoppidan ◽

Nete K Niss ◽

Jan H Pejtersen ◽

Megan M Julian ◽

Mette S Væver

Keyword(s):

Systematic Review ◽

Emotional Development ◽

Parent Report ◽

Social Emotional Development ◽

Social Emotional

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

Behavioral and Brain Sciences ◽

10.1017/s0140525x18002509 ◽

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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