Development and Effects of a Behavioral Problem Prevention Program for Young Children based on Social · Emotional Competence

2019 ◽  
Vol 23 (3) ◽  
pp. 181-210
Author(s):  
Sung-Ae Chi
Keyword(s):  
Young Children ◽  
Prevention Program ◽  
Emotional Competence ◽  
Behavioral Problem ◽  
Social Emotional ◽  
Social Emotional Competence

scholarly journals The Emotion Detectives Game: Supporting the Social-emotional Competence of Young Children

2017 ◽  
pp. 29-53 ◽  
Author(s):  
Merja Koivula ◽  
Kerttu Huttunen ◽  
Marleena Mustola ◽  
Sari Lipponen ◽  
Marja-Leena Laakso
Keyword(s):  
Young Children ◽  
Emotional Competence ◽  
Social Emotional ◽  
Social Emotional Competence ◽  
The Social

Social-Emotional Competence in Young Children With Developmental Delays

2011 ◽  
Vol 33 (4) ◽  
pp. 310-320 ◽  
Author(s):  
William H. Brown ◽  
Maureen A. Conroy
Keyword(s):  
Young Children ◽  
Developmental Delays ◽  
Emotional Competence ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Community Based ◽  
Future Directions ◽  
Social Emotional Competence ◽  
Community Based Programs ◽  
Historical Reflection

The authors provide a brief historical reflection on social-emotional competence intervention research along with their vision for future directions of intervention investigations for young children with developmental delays and difficulties. Specifically, they summarize “what we know” and “what we need to know” in the area of social-emotional development for young children with and without developmental difficulties. Finally, with respect to social-emotional interventions, the authors recommend careful investigation of service implementation in community-based programs.

Social-Emotional Competence in Down Syndrome

2020 ◽  
Author(s):  
Amanda Dimachkie ◽  
Connie L. Kasari
Keyword(s):  
Down Syndrome ◽  
Emotional Competence ◽  
Self Regulation ◽  
Social Problem Solving ◽  
Developmental Trajectory ◽  
Social Emotional ◽  
Social Emotional Competence ◽  
Prosocial Orientation ◽  
Expression Of Emotions ◽  
Prism Model

This chapter aims to synthesize historical and contemporary literature to provide an overarching understanding of social-emotional competence in individuals with Down syndrome, where social-emotional competence refers to the skills necessary to allow for successful social relationships, as well as the ability to regulate the experience and expression of emotions. Using the framework of Rose-Krasnor’s prism model, this chapter addresses each of the four components that underlie the development of social-emotional competence: self-regulation, social awareness, prosocial orientation, and social problem-solving. The development of each of these components is described for individuals with Down syndrome, and a description of the typical developmental trajectory is given for reference. The short-term and long-term implications of each component are also discussed, as they relate to the individual’s overall social-emotional competence. This overview aims to highlight what is known regarding social-emotional competence in individuals with Down syndrome, as well as to identify areas in which knowledge is lacking.

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