Social-Emotional Competence: An Essential Factor for Promoting Positive Adjustment and Reducing Risk in School Children – Child Development

ABSTRACT Social-emotional competence is a critical factor to target with universal preventive interventions that are conducted in schools because the construct (a) associates with social, behavioral, and academic outcomes that are important for healthy development; (b) predicts important life outcomes in adulthood; (c) can be improved with feasible and cost-effective interventions; and (d) plays a … [Read More] Social-Emotional Competence: An Essential Factor for Promoting Positive Adjustment and Reducing Risk in School Children – Child Development

Longitudinal Changes in Social Brain Development: Processing Outcomes for Friend and Self – Child Development

ABSTRACT Adolescence is an important time for social development during which friendships become more intimate and complex. In this functional magnetic resonance imaging (fMRI) study we tested how outcomes for friends are processed on the neural level across adolescence. Participants between 8 and 27 years of age were tested twice with a 2-year difference between the … [Read More] Longitudinal Changes in Social Brain Development: Processing Outcomes for Friend and Self – Child Development

Parent Emotion Socialization and Children’s Socioemotional Adjustment: When is supportiveness no longer supportive? – Social Development

ABSTRACT Parents’ supportive emotion socialization behaviors promote children’s socioemotional competence in early childhood, but the nature of parents’ supportiveness may change over time, as children continue to develop their emotion-related abilities and enter contexts that require more complex and nuanced social skills and greater autonomy. To test whether associations between parents’ supportiveness of children’s negative … [Read More] Parent Emotion Socialization and Children’s Socioemotional Adjustment: When is supportiveness no longer supportive? – Social Development

The Development and Validation of the Behavior and Emotion Expression Observation System to Characterize Preschoolers’ Social and Emotional Interactions – Early Education and Development

ABSTRACT Research Findings: This article describes the development and evaluation of the Behavior and Emotion Expression Observation System (BEEOS), a direct observation tool to characterize preschoolers’ social and emotion behaviors during semi-structured activities in the classroom. The BEEOS was used to observe 148 Head Start preschoolers, and questionnaires were completed by teachers and parents to … [Read More] The Development and Validation of the Behavior and Emotion Expression Observation System to Characterize Preschoolers’ Social and Emotional Interactions – Early Education and Development

Barriers to Parent-Child Book Reading in Early Childhood – International Journal of Early Childhood

ABSTRACT Book reading is one of the most important investments that parents make in their children’s literacy development. This study investigated risk factors associated with the absence of book reading at ages 2, 4 and 6 years. A holistic view of the multiple ecologies of child development guided the study across a sample of approximately 4000 … [Read More] Barriers to Parent-Child Book Reading in Early Childhood – International Journal of Early Childhood

Early Childhood Education: Emotion regulation & educational achievement – A selection of articles

A selection of articles from a variety of sources – week ending 19 August 2016 Commentary on the review of measures of early childhood social and emotional development: Conceptualization, critique, and recommendations / AP Williford, MT Willoughby, M Yudron… – 2016 – researchgate.net … Emotional competence undergoes dramatic changes within the first five years of life, with the … [Read More] Early Childhood Education: Emotion regulation & educational achievement – A selection of articles

Material Hardship and Children’s Social-emotional Development: Testing mitigating effects of Child Development Accounts in a randomized experiment – Child: Care, Health and Development

ABSTRACT Background: Research has established a negative association between household material hardship and children’s mental health. This study examines whether Child Development Accounts (CDAs), an economic intervention that encourages families to accumulate assets for children’s long-term development, mitigate the association between material hardship and children’s social-emotional development. Methods: Researchers conducted a randomized experiment of CDAs in Oklahoma, … [Read More] Material Hardship and Children’s Social-emotional Development: Testing mitigating effects of Child Development Accounts in a randomized experiment – Child: Care, Health and Development

Family Income and Child Cognitive and Noncognitive Development in Australia: Does Money Matter? – Demography

ABSTRACT This article investigates whether family income affects children’s cognitive and noncognitive development by exploiting comprehensive information from the Longitudinal Study of Australian Children. We include variables that represent parental investment, parental stress, and neighborhood characteristics to examine if these factors mediate the effects of income. Using dynamic panel data, we find that family income … [Read More] Family Income and Child Cognitive and Noncognitive Development in Australia: Does Money Matter? – Demography

A Pilot Study of Contemplative Practices with Economically Disadvantaged Preschoolers: Children’s empathic and self-regulatory behaviors – Mindfulness

ABSTRACT This pilot randomized controlled trial with economically disadvantaged preschoolers investigated the feasibility and preliminary effects of a mindfulness intervention. We examined its effect on children’s empathy and self-regulation and explored how the curriculum might meet the needs of children attending federally subsidized preschools. Children in five preschool classrooms were randomly assigned by classroom to … [Read More] A Pilot Study of Contemplative Practices with Economically Disadvantaged Preschoolers: Children’s empathic and self-regulatory behaviors – Mindfulness

Social-emotional Skills in Preschool Education in the State of Connecticut: Current practice and implications for child development – Center for Emotional Intelligence (US)

ABSTRACT Developing strong social-emotional skills in early childhood is critical for school readiness and academic success. Using the state of Connecticut as a case study, we examined the inclusion of social-emotional development across various types of early childhood education and care programs, including center- and home-based programs that are licensed, accredited, or partnered with Head … [Read More] Social-emotional Skills in Preschool Education in the State of Connecticut: Current practice and implications for child development – Center for Emotional Intelligence (US)

Parenting and Preschool Self-Regulation as Predictors of Social Emotional Competence in 1st Grade – Journal Of Research In Childhood Education

ABSTRACT The current longitudinal study used data from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development (SECCYD) to examine a model of development that emphasizes early caregiving environments as predictors of social emotional competence (including classroom competence). This path analysis model included features of parenting, … [Read More] Parenting and Preschool Self-Regulation as Predictors of Social Emotional Competence in 1st Grade – Journal Of Research In Childhood Education

Comparing Two Low Middle School Social and Emotional Learning Program Formats: A multilevel effectiveness study – Journal of Youth and Adolescence

ABSTRACT Understanding which factors are relevant for the effectiveness of social and emotional learning programs is of key importance in designing interventions. This study investigated the effectiveness of a universal, school-based, social and emotional learning program for low middle school students (5th and 6th grades) and compared two program delivery formats for the intervention: curriculum … [Read More] Comparing Two Low Middle School Social and Emotional Learning Program Formats: A multilevel effectiveness study – Journal of Youth and Adolescence

Subscribe to our Newsletter

Select list(s):

Follow BroCAP on Twitter

Click on a date to search archive

March 2017
M T W T F S S
« Feb    
 12345
6789101112
13141516171819
20212223242526
2728293031  

Disclaimer

Posts are for information purposes and do not constitute endorsement by the Brotherhood of St Laurence