scholarly journals A pilot study of younger sibling adaptation: Contributions of individual variables, daily stress, interparental conflict and older sibling’s variables

2021 ◽  
Vol 17 (2) ◽  
pp. 1-12
Author(s):  
Laura Merino ◽  
Ana Martínez-Pampliega ◽  
David Herrero-Fernández
Keyword(s):  
Pilot Study ◽  
Interparental Conflict ◽  
Sibling Conflict ◽  
Social And Emotional Development ◽  
Daily Stress ◽  
Social And Emotional ◽  
School Maladaptation ◽  
Individual Variables ◽  
Socialization Agents ◽  
Older Siblings

Older siblings are powerful socialization agents, playing a significant role in the sociocognitive, social, and emotional development of their younger siblings. However, there are few clues about the variables that explain younger sibling’s adaptation. The objective of this pilot study was to identify the determinants of younger siblings' adaptation and to analyze the role played by personal, sibling, family and older siblings’ variables using 50 dyads of siblings aged between 7 and 18 years. The variables considered were the sibling relationships and the maladaptation of older siblings, and individual (sex, number of siblings, extroversion, and agreeableness) and contextual variables (interparental conflict, daily stress) were controlled. Hierarchical multiple regressions provided evidence in favor of the model that analyzed the younger siblings' maladaptation to school, showing positive associations both with the older siblings' level of school maladaptation and with sibling conflict. In addition, the study highlighted the relevance of the trait of agreeableness and of family stress in the adaptation of younger siblings.

scholarly journals Support Teachers in the Education of Students with Autism and Asperger Syndrome in Integrated and Mainstream Schools

2019 ◽  
Author(s):  
Anida Szafrańska
Keyword(s):  
Information System ◽  
Pilot Study ◽  
Asperger Syndrome ◽  
Emotional Development ◽  
Asperger's Syndrome ◽  
Asperger’S Syndrome ◽  
Social And Emotional Development ◽  
Social And Emotional ◽  
Students With Autism ◽  
Education Of Students

Anida Szafrańska, Support Teachers in the Education of Students with Autism and Asperger Syndrome in Integrated and Mainstream Schools. Interdisciplinary Contexts of Special Pedagogy, no. 26, Poznań 2019. Pp. 59–80. Adam Mickiewicz University Press. ISSN 2300-391X. e-ISSN 2658-283X. DOI: https://doi.org/10.14746/ikps.2019.26.03 The article presents a pilot study of the tasks of support teachers in relation to students with autism, including those with Asperger’s syndrome. Data contained in the Educational Information System shows a significant increase in the number of students with this type of disorder studying in integrated units and mainstream schools. The education of students with autism and Asperger’s syndrome is difficult due to their deficits in the cognitive sphere, as well as problems in social and emotional functioning. When carried out in an appropriate manner, with relevant professionalsupport, the inclusion of autistic children may be beneficial both for the children’s intellectual, social and emotional development, as well as other students.

The Value of Play for Social and Emotional Development and Academic Learning

2008 ◽  
Author(s):  
Gerald E. Sroufe ◽  
Delyne Hicks ◽  
Susanne A. Denham ◽  
Anthony Pellegrini ◽  
Kathleen Roskos
Keyword(s):  
Emotional Development ◽  
Academic Learning ◽  
Social And Emotional Development ◽  
Social And Emotional

It Is More Than Language

2020 ◽  
pp. 79-98
Author(s):  
Dianne Toe ◽  
Louise Paatsch ◽  
Amy Szarkowski
Keyword(s):  
Specific Area ◽  
Cooperative Interaction ◽  
Social And Emotional Development ◽  
Children And Young People ◽  
Social And Emotional ◽  
The Social ◽  
Pragmatic Skills ◽  
Social Use ◽  
The Impact ◽  
Shed Light

Deaf and hard-of-hearing (DHH) children who use spoken language face unique challenges when communicating with others who have typical hearing, particularly their peers. In such contexts, the social use of language has been recognized as an area of vulnerability among individuals in this population and has become a focus for research and intervention. The development of pragmatic skills intersects with many aspects of child development, including emotional intelligence and executive function, as well as social and emotional development. While all these areas are important, they are beyond the scope of this chapter, which highlights the impact of pragmatics on the specific area of cognition. Cognitive pragmatics is broadly defined as the study of the mental processes involved in the understanding of meaning in the context of a cooperative interaction. This chapter explores how DHH children and young people construe meaning in the context of conversations and expository interactions with their peers. The chapter aims to examine the role played by the cognitive processes of making inferences and comprehending implicature, within the overall display of pragmatic skills. Further, the authors use this lens in the analysis of interactions between DHH children and their peers in order to shed light on the development of pragmatic skills in children who are DHH.

Developmental Psychology

2018 ◽  
Author(s):  
Jessica M. Dollar ◽  
Susan D. Calkins
Keyword(s):  
Mental Health ◽  
Interpersonal Relationships ◽  
Social Adjustment ◽  
Developmental Psychology ◽  
Future Research ◽  
Social And Emotional Development ◽  
Social And Emotional ◽  
Social And Emotional Skills ◽  
Developmental Theories ◽  
Age Appropriate

This chapter considers the study of developmental psychology, with a focus on the acquisition of age-appropriate social and emotional skills from infancy through adolescence and its role in child and adolescent mental health and social adjustment. In particular, our goals are to (a) provide a discussion of leading relevant developmental theories; (b) describe important dimensions of social and emotional development from infancy through adolescence at the behavioral and biological levels and within the context of interpersonal relationships; (c) provide a selective review of the associations between emotion regulation abilities, social adjustment, and indicators of early psychopathology; and (d) discuss challenges for future research in the field of developmental psychology, focused on social and emotional research that may inform our understanding of the development of mental health challenges for children and adolescents.

Social and Emotional Development: The Role of Authenticity in the Psychosocial Development of Students With Gifts and Talents

2021 ◽  
Vol 44 (2) ◽  
pp. 111-114
Author(s):  
Tracy L. Cross
Keyword(s):  
Identity Formation ◽  
Psychosocial Development ◽  
Emotional Development ◽  
Well Being ◽  
Social And Emotional Development ◽  
Psychological Well Being ◽  
Social And Emotional ◽  
Development Of Students

This column explores the concept of authenticity in the psychosocial development of students with gifts and talents. The author describes how authenticity is critical to students’ psychological well-being, particularly as it relates to their identity formation.

Exploring toddlers’ rituals of ‘belonging’ through risky play in the outdoor environment

2021 ◽  
pp. 146394912098765
Author(s):  
Helen Little ◽  
Matthew Stapleton
Keyword(s):  
Risk Taking ◽  
Well Being ◽  
Outdoor Environment ◽  
Early Childhood Curriculum ◽  
Social And Emotional Development ◽  
Self Identity ◽  
Social And Emotional ◽  
Curriculum Frameworks ◽  
Risky Play ◽  
Historical Model

The notion of ‘belonging’ is a core component of many early childhood curriculum frameworks and recognises the importance of children’s sociocultural context for their self-identity and well-being. Children’s risk-taking in play has also been the focus of contemporary research in examining its beneficial role for children’s physical, social and emotional development. This study applies diverse disciplinary and theoretical lenses, including Hedegaard’s cultural-historical model and Gibson’s affordance theory, to present a critical and multi-perspective understanding of children’s experience of ‘belonging’ and risky play. The study involved naturalistic observations of 18–26-month-old children’s outdoor play in an environment designed to provide affordances for risky play. The findings suggest that children’s engagement in risky play also supports their sense of belonging through their shared engagement in risky-play experiences.

scholarly journals Can communication with social robots influence how children develop empathy? Best-evidence synthesis

AI & Society ◽  
2021 ◽  
Author(s):  
Ekaterina Pashevich
Keyword(s):  
Emotional Development ◽  
Evidence Synthesis ◽  
Social Robots ◽  
Human Robot Interaction ◽  
Emotional Engagement ◽  
Social And Emotional Development ◽  
Social And Emotional ◽  
Best Evidence Synthesis ◽  
Negative Effect

AbstractSocial robots are gradually entering children’s lives in a period when children learn about social relationships and exercise prosocial behaviors with parents, peers, and teachers. Designed for long-term emotional engagement and to take the roles of friends, teachers, and babysitters, such robots have the potential to influence how children develop empathy. This article presents a review of the literature (2010–2020) in the fields of human–robot interaction (HRI), psychology, neuropsychology, and roboethics, discussing the potential impact of communication with social robots on children’s social and emotional development. The critical analysis of evidence behind these discussions shows that, although robots theoretically have high chances of influencing the development of empathy in children, depending on their design, intensity, and context of use, there is no certainty about the kind of effect they might have. Most of the analyzed studies, which showed the ability of robots to improve empathy levels in children, were not longitudinal, while the studies observing and arguing for the negative effect of robots on children’s empathy were either purely theoretical or dependent on the specific design of the robot and the situation. Therefore, there is a need for studies investigating the effects on children’s social and emotional development of long-term regular and consistent communication with robots of various designs and in different situations.

Different Strokes: Perceptions of Social and Emotional Development among Early College Entrants

1998 ◽  
Vol 10 (2) ◽  
pp. 77-84 ◽  
Author(s):  
Kathleen D. Noble ◽  
Tara Arndt ◽  
Tristan Nicholson ◽  
Thor Sletten ◽  
Arturo Zamora
Keyword(s):  
Emotional Development ◽  
Early College ◽  
Social And Emotional Development ◽  
Social And Emotional ◽  
Early College Entrants

Back to Basics: Developmental Catalysts of Quality Improvement in Early Education and Care

2021 ◽  
Vol 8 (2) ◽  
pp. 200-207
Author(s):  
Emily C. Hanno ◽  
Stephanie M. Jones ◽  
Nonie K. Lesaux
Keyword(s):  
Quality Improvement ◽  
Early Education ◽  
Future Research ◽  
Social And Emotional Development ◽  
Healthy Development ◽  
Social And Emotional ◽  
Early Education And Care ◽  
Education And Care ◽  
Developmental Domains

Children’s experiences in early education programs can have a profound influence on their cognitive, social, and emotional development. In these settings, interactions with educators serve as catalysts for children’s healthy development. Yet too few children today are in the types of high-quality early learning environments marked by warm, cognitively stimulating exchanges. This review summarizes research on the features of settings that promote growth in children’s skills across a range of developmental domains, then describes research documenting these features across today’s early education and care landscape. Turning to strategies for cultivating these features across the diverse early education and care system, the discussion focuses on the central role of the educator. The conclusion draws implications for ongoing public preK expansion and quality improvement efforts, as well as highlights opportunities for future research to further these efforts.

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