Social Emotional Development

Penelitian ini bertujuan untuk menggambarkan dan menganalisis kasus seorang anak bernama Dilan berusia 7 tahun yang masih berada di PAUD Laut Biru dan mengalami kesulitan dalam fokus belajar serta sulit diatur oleh guru. Fenomena ini terjadi akibat kurangnya perhatian dan pengasuhan orang tua, khususnya sejak ibunya meninggalkan Dilan ketika masih kecil. Metode penelitian yang digunakan adalah pendekatan kualitatif dengan teknik studi kasus. Data diperoleh melalui observasi, wawancara dengan guru kelas, serta dokumentasi hasil penilaian perkembangan anak. Hasil penelitian menunjukkan bahwa kurangnya pengasuhan emosional dan keterlibatan orang tua dalam kehidupan anak berdampak signifikan terhadap kemampuan regulasi diri, konsentrasi, dan perilaku sosial anak di lingkungan sekolah. Temuan ini menegaskan pentingnya peran keluarga dalam mendukung perkembangan emosional dan sosial anak usia dini.

ini tepat pada waktunya. Tidak lupa penulis ucapkan terimakasih kepada bapak Dr. Setiyo Utoyo, M.Pd., selaku dosen pengampu mata kuliah Emosional Anak Usia Dini. Dalam penyusunan laporan studi kasus ini, tidak sedikit hambatan yang penulis hadapi. Penulis merasa masih banyak kekurangan baik teknik penulisan atau materi. Untuk itu kritik dan saran dari semua pihak sangat penulis harapkan demi penyempurnaan laporan studi kasus ini. Penulis berharap semoga isi laporan studi kasus ini dapat bermanfaat dan menjadi sumbangan pemikiran bagi pihak yang membutuhkan, khususnya bagi penulis sehingga tujuan yang diharapkan dapat tercapai, Aamiin.

Tujuan penelitian ini adalah untuk mengetahui perkembangan emosional anak dengan sikap egoisnya anak saat mereka bermain dengan teman-temannya pada TK Negeri Pembina 01 Tapan yang terletak pada jalan malepang, pesisir selatan. Pendekatan dalam penelitian ini adalah kualitatif (qualitative approach), dengan jenis penelitian adalah deskriptif. Metode yang digunakan dalam penelitian adalah deskriptif analisis. Teknik pengumpulan data yang digunakan pada artikel ini meliputi observasi dan dokumentasi. Hasil penelitian menunjukkan bahwa ada anak dengan sifat emosional yang egois tidak mau berbagi memainkan bole dengan temannya. Jika bola diambil oleh temannya, anak tersebut akan menangis lalu anak merajuk dan pergi kesudut kelas. Manfaat dari penelitian ini adalah mengetahui bahwa perilaku egois muncul sebagai bagian dari proses perkembangan emosi anak, serta bagaimana interaksi sosial di lingkungan bermain dapat memengaruhi kematangan emosi anak.

Perkembangan sosial-emosional anak usia dini merupakan aspek penting yang berpengaruh terhadap keberhasilan anak dalam proses belajar dan bersosialisasi. Penelitian ini bertujuan untuk mendeskripsikan perilaku caper (cari perhatian) dan kesulitan fokus dalam pembelajaran pada anak usia dini melalui studi kasus terhadap anak bernama Evan di TK Aisyiyah 24.

This study examines how English as a Second Language instructors assess and use social-emotional learning (SEL) skills in their classrooms, covering a significant gap in previous research (Schmidt and Wiggins, 2023). The analysis assesses the effects of social-emotional competencies on classroom management, student engagement, and instructors' psychological well-being via a comprehensive questionnaire administered to educators of English as a foreign language (Jones et al., 2019). Despite educational regulations prioritizing SEL skills, obstacles remain in their implementation (Bridgeland et al., 2019).
Educators of English as a second language report various benefits of integrating notions of SEL proficiency into their syllabi, highlighting the necessity for heightened learner participation and improved classroom conduct (Payton et al., 2018). Instructors emphasize that SEL proficiency cultivates cross-cultural interaction and collaboration, positively affecting students' scholarly output and societal assimilation (Durlak et al., 2019). However, meaningful obstacles linger, such as insufficient professional development tailored to SEL proficiency for instructors of English as a second language (Sullivan, 2018). Numerous teachers feel ill-prepared to incorporate SEL proficiency into their instruction, consistent with research emphasizing the need for specialized coaching (Jones and Bouffard, 2017). Additionally, the strain of standardized testing regularly leads educators to prioritize academic content over SEL (McCarthy and McCarthy, 2020).
The study also reveals that learners, particularly those unfamiliar with the significance of SEL proficiency, may resist participation, which can frustrate teachers (Zins et al., 2018). This resistance challenges the notion that SEL universally enhances learner participation, underscoring the necessity for culturally responsive approaches that consider the diverse backgrounds of ESL learners (Brackett et al., 2019).
Furthermore, the analysis highlights the importance of institutional support in fostering an accommodating environment for SEL proficiency (Durlak et al., 2018). Without explicit policies and adequate resources, SEL risks being overshadowed by academic demands (Sullivan, 2018). This research advocates for a holistic approach to language education that emphasizes SEL competencies, with implications for improved professional development and structural support for instructors of English as an additional language (Jones et al., 2019).

Beja 2012 O papel da Aprendizagem Cooperativa na promoção da socialização e do sucesso académico em crianças da Educação Pré-Escolar e do 1º Ciclo do Ensino Básico i Dedicatória Ao meu pai, à minha mãe, à minha irmã e ao meu namorado. Porque o querer é a base para a concretização dos nossos sonhos. O papel da Aprendizagem Cooperativa na promoção da socialização e do sucesso académico em crianças da Educação Pré-Escolar e do 1º Ciclo do Ensino Básico ii Agradecimentos A realização deste trabalho de projeto não teria sido possível sem a ajuda indispensável e o apoio prestado por todos aqueles que, direta ou indiretamente, me acompanharam em todas as etapas desta caminhada. O meu enorme agradecimento a vocês, meus pais, que sempre foram, são e serão o suporte basilar para a concretização de todos os meus sonhos e ambições, e por sempre me darem todo o vosso amor, carinho e incentivo. A ti, minha querida irmã e amiga, que sempre me apoiaste, ajudaste, deste o teu amor e compreensão quando mais precisei e sempre tiveste aquela palavra "certa" no momento certo. Sem vocês eu não chegaria até aqui. A ti, meu Ricardo, que mesmo estando quase do outro lado do mundo e fazendo--me tanta falta, tens o dom e a capacidade de me apoiar, de me dar força e de me incentivar nos momentos desta minha caminhada, e principalmente, de nunca desistires de mim. À minha orientadora, Professora Teresa, pelo seu enorme profissionalismo e dedicação que sempre demonstrou no acompanhamento de todo o desenvolvimento deste trabalho de projeto, e por toda a compreensão e incentivo que me deu. À Educadora Maria do Céu e à Professora Augusta Barroso, respetivamente educadora responsável pelo grupo de crianças e professora titular da turma do 1º ciclo, por terem disponibilizado o seu tempo e por terem autorizado a concretização deste trabalho de projeto nas suas salas. Aos meninos e meninas do pré-escolar e do 1º ano do grupo/turma investigadas, pelo carinho e alegria que sempre demonstraram durante a concretização deste trabalho. À minha colega de estágio Joana Charneco, pelas palavras de apoio e amizade prestadas mutuamente, durante a consecução deste processo. Mais do que uma meta alcançada, a conclusão deste trabalho de projeto simboliza a vitória e todo o empenho que dediquei para a conquista do mesmo. Significa, desta forma, mais uma realização minha a nível profissional e, acima de tudo, a nível pessoal. A todos vocês expresso a minha profunda gratidão. O papel da Aprendizagem Cooperativa na promoção da socialização e do sucesso académico em crianças da Educação Pré-Escolar e do 1º Ciclo do Ensino Básico iii O presente trabalho de projeto teve como principal objetivo compreender de que forma se podem promover as diversas competências sociais e o sucesso académico através da aprendizagem cooperativa, em crianças que frequentam a educação préescolar e o 1º ano do 1º ciclo do ensino básico. Com enfoque na promoção do sucesso escolar e social de todas as crianças, através do sucesso de cada uma, adotou-se uma metodologia de investigação-ação. Para o efeito, recorreu-se a técnicas e instrumentos de recolha de dados, mais concretamente à observação naturalista, às entrevistas semi-diretivas e à sociometria. Foram realizadas duas entrevistas, uma à educadora de infância e outra à professora titular da turma do 1º ciclo, e foi aplicado um teste sociométrico em cada uma das duas salas. Realizaram-se intervenções diretas no âmbito das unidades curriculares da Prática Profissional em Educação Pré-Escolar e em Ensino do 1º Ciclo do Ensino Básico, durante os anos letivos de 2010/2011 e 2011/2012, respetivamente. Estas ações permitiram que se adquirisse um conhecimento específico sobre os principais métodos e estratégias que a educadora e a professora titular utilizavam nas suas salas. A riqueza da informação obtida possibilitou um conhecimento e diagnóstico mais aprofundado sobre o perfil de cada grupo/turma, sobretudo ao nível dos seus comportamentos sociais e desempenhos académicos. As crianças do pré-escolar formavam um grupo bastante ativo e dinâmico, pelo que as suas relações intersociais eram bastante satisfatórias. Apresentavam, no entanto, algumas dificuldades em trabalhar cooperativamente nas diversas atividades e em respeitar as opiniões dos colegas. Já a turma do 1º ciclo, com uma dinâmica pedagógica centrada maioritariamente no método tradicional, apresentava baixos desempenhos sociais e comportamentais e algumas dificuldades académicas. Era também notória a sua falta de motivação para o processo de ensino-aprendizagem. Face a estas conclusões, e uma vez que um trabalho desta natureza nunca tem fim, foram também apresentados um conjunto de atividades de aprendizagem cooperativa para a educação pré-escolar e para o 1º ciclo do ensino básico, por se considerar que estas poderão contribuir para promover o sucesso escolar das crianças e a relação entre pares e ser implementadas em qualquer altura, com as devidas alterações, caso seja necessário. Palavras-chave: Aprendizagem cooperativa, competências sociais, sucesso académico, trabalho entre pares. O papel da Aprendizagem Cooperativa na promoção da socialização e do sucesso académico em crianças da Educação Pré-Escolar e do 1º Ciclo do Ensino Básico

The current study tests a novel latent construct reflecting psychological absence and examines its relations with maternal depression, mother-toddler interactions, and toddlers' social-emotional outcomes in a low-income sample (N = 2,632). Structural equation modeling confirmed a psychological absence construct and revealed that psychological absence, measured at the child's 36-month birthday-related assessment, is a significant predictor of children's social-emotional development at 36 months, mediated by motherchild interaction. Results are interpreted within a boundary ambiguity framework.

The focus of this review was to evaluate the effectiveness of two social-emotional learning interventions in creating positive behavioral and academic outcomes to disrupt the school-to-prison pipeline. The interventions Promoting Alternative Thinking Strategies (PATHS) and Second Step were used because they have research-based curriculum for both elementary and secondary learners. Providing teachers with the tools to help improve student behavior, conduct, and academic proficiency has the potential to disrupt the pipeline by creating a sense of belonging, building relationships, and teaching students how to manage emotions. This literature review examined the relationship between the implementation of both SEL interventions in schools and behavioral and academic outcomes for kindergarten through middle school students. Nine studies on both interventions are included, and five reported significant positive impacts on behavioral outcomes following SEL education. Findings indicate a promising start for SEL, but more research is needed on academic outcomes and outcomes for secondary learners.

This study investigated the assessment of social-emotional skills development of lower basics school pupils in Ilorin South LGA. Specifically, the study examined the level at which social-emotional development helped lower basic school pupils to achieve academic goals based on the types of school (public & private school), difference in the assessment of social-emotional development in lower basic school pupils in ilorin south on the basis of age and the difference in the assessment of social-emotional skills development in Ilorin South LGA on the basis of gender.
​Descriptive survey research design was adopted for this study. The target population comprised of Lower Basic Schools Pupils in Ilorin South LGA.  Simple random sampling technique was employed to select a total of 456 respondents. The research instrument used was a self-developed questionnaire entitled “Assessment of social-emotional skills development questionnaire (ASESDQ).” The instrument was validated on 60 respondents that were not part of the final respondents and reliability co-efficient of 0.76 was obtained. Mean rating were employed to provide answers to the research question raised, while inferential statistics of t-test and Analysis of Variance (ANOVA) were employed to analyze the null hypotheses generated at 0.05 levels of significance.
Findings of this study showed that the pupils assessed developed a social-emotional skills of controlling, share feelings with others, respond to others with care, sensitive to how others react to situations, recognize feeling of others, and empathy etc. There was a significant difference in the level of social-emotional skills development in lower Basic Schools Pupils in Ilorin South based on age. There was no significant difference in the social-emotional skills development of Lower Basic Schools Pupils in Ilorin South based on school types. Similarly, there was a significant difference in the social-emotional skills development in Lower Basic Schools Pupils in Ilorin South based on gender.

    Based on the findings of this study, it is recommended that more social-emotional skills should be developed among the pupils in lower basic schools. This could be done by developing the emotional and social skills of the pupils through activities that could sustain them emotionally and socially. The lower basic school pupils are in their formative years and their emotions could be worked on to make them stable emotionally. The schools should pay attention to social skills development in order to ensure all round development of the pupils, especially pupils from broken homes.
​Similarly, parents should help their children or wards to develop social-emotional skills for proper upbringing so as to inculcate sense of belonging in them. Since social skills development is independent of school type, parents should allow and guide children to relate and play together, share ideas so as to help them adapt to any environment.
​Lastly, schools should see to how pupils could use their social-emotional skills to help one another in their academic. Schools should make sure that pupils learn by using teaching methods which encourage them to relate or perform tasks together such as peer teaching method, etc. Regular use of such method of teaching will bring about better correlation between social-emotional skills development and academic performance of pupils in Lower Basic schools.
​Also, the schools should organize seminars and symposia for the pupils that will help to develop the social-emotional skills of the pupils. Regular organization of such seminars on social-emotional skills development will bring about not only cognitive development but also strong social-emotional development in the pupils.

School as a space for critical thinking and reflexion has been losing its relevance in a society where the view is that training must adapt to the labor market. The lack of space for personal construction is projected more and more into the "new student" that reaches higher education. A growing number of students shares lack of motivation, direction and focus in what concerns purpose, and pose questions such as: what is the use of what I am learning? Where do I really want to go? How useful is all of this in this society in the present time?. There are several socio-emotional blockages that affect today’s learner. How can the trainer/mediator of learning help release these blockages? This was the starting question for the work developed with two classes attending two different professional technical courses at a Higher Education Institution located in Alentejo, Portugal. These two classes were selected for this pilot project, since both showed signs of the same lack of mot...

This study examined how teachers support kindergarten children's social and emotional development in everyday contexts. It used an ethnographic qualitative mode of enquiry, employing participant observations and semistructured and structured interviews to examine the ways teachers optimize opportunities for supporting kindergarten children's social and emotional development. Data were analyzed through collating common themes and bundling ideas. The data from this study were taken from a larger study, and reports on three of the original eight case studies. These three case studies were chosen for this article to specifically and succinctly articulate the findings. The data are discussed in terms of guided participation which supports the notion that guidance can occur anywhere, and that guidance can be either desirable or undesirable. The study found that the three elements of environment, play, and relationships work in synergy to support children's social and emotional development. When one element does not exist, or is not well developed, the other two are affected, limiting the effectiveness of social and emotional supports for children. Those classrooms where all three elements are present are more likely to offer guided participation that is desirable and supportive of kindergarten children's social and emotional development.

Federal da Bahia) pela oportunidade e condição oferecidas. Ao DFCH (Departamento de Filosofia e Ciências Humanas) e Área de Psicologia pela compreensão, apoio e disponibilidade que contribuiram para a melhor realização desta dissertação. À professora Dra. Marli Geralda Teixeira pelo acompanhamento, participação na Banca e ternura sempre dispensada com o seu grafite e jeito de ser. Ao professor Dr. Manoel Soares Sarmento por ter aceito participar da Banca, pela contribuição que deu e pela sensibilidade afeto-cognitiva demonstrada. À professora Dra. Alda Muniz Pêpe pela luta vivida e lutadora que é, pela vivência da "maternidade" sem, contudo, deixar de, implacavelmente exigir o melhor que pode ser feito. Pela orientação e carinho (nem sempre verbalizados, mas sentidos) e também por ser, mesmo sem saber e/ou aceitar, a médium que intermedeia as funções transcendentais dos trabalhos contingentes. À professora Dra. Constança Marcondes Cesar da PUCCAMP (Pontifícia Universidade Católica de Campinas) pela disposição, amizade e auxílio, estimular-me no início desta pesquisa. À professora Ana Schilling (UESC) pelo suporte técnico-estatístico e amizade que nos une.

The current study tests a novel latent construct reflecting psychological absence and examines its relations with maternal depression, mother-toddler interactions, and toddlers' social-emotional outcomes in a low-income sample (N = 2,632). Structural equation modeling confirmed a psychological absence construct and revealed that psychological absence, measured at the child's 36-month birthday-related assessment, is a significant predictor of children's social-emotional development at 36 months, mediated by motherchild interaction. Results are interpreted within a boundary ambiguity framework.

Child social-emotional development is improved by parental locus of control. Parents with a healthy locus of control can teach children about social-emotional development. Parents require training to improve their parenting skills. This study will create, administer, and evaluate the seamless mobile-assisted real training for parent (SMART-P) application on parental locus of control and children’s social and emotional development. The mix method study used an analysis, design, development, implementation, and evaluation (ADDIE) model and experimental quantification research strategy. An explanatory study with a non-equivalent control group design and control-experiment classes is used. This study includes analysis, design, development, research instrument development, implementation, and assessment. This study sampled 150 parents of 4-year-olds and 6 experts, including 714 from Posyandu (Integrated Service Post) in five Malang City areas. The data was collected via questionnaires and observation checklists. This study analyzes data using descriptive percentages and SPSS. The findings showed that i) SMART-P is valid and acceptable as a training medium; ii) parental locus of parental control is significantly influenced before and after receiving SMART-P parenting training; iii) children’s social and emotional development is significantly impacted before and after parents receive care using the program; and iv) there is a significant difference between the experimental and control groups in the influence on parental continuous. SMART-P parenting research is needed to enhance parental locus of control and children’s social-emotional development.

The purpose of this study was to explore the perceived culturally responsive leadership practices that support the implementation of Social and Emotional Learning (SEL). This case study was of a large urban district, located in the Southeastern United States, in its fifth year of a social and emotional learning initiative. District, school and SEL program leaders were interviewed for perceived culturally responsive leadership implementation behaviors within four domains. These domains are critical self-reflection, culturally responsive curricula and teacher preparation, culturally responsive and inclusive environment and student and community advocacy. Interview data were triangulated with observations and document analysis. The findings have illuminated several behaviors and practices within culturally responsive leadership that support SEL implementation. Based on this study, recommendations for professional development are provided for both pre-service and in-service leaders on cultivating culturally responsive leadership behavior that supports strong SEL school programming.

This research discuss social emotional development of early childhood in TK IT Plus Mutiara Bantul Yogyakarta.This research uses qualitative descriptive approach directed to a field research. The data is acquired from interview, observation, and another data collecting which is support this research. The result of this research is (1) Social emotional development which are not achieved by early childhood in TK IT Plus Mutiara Bantul Yogyakarta, they are: have not been able to cooperate with friends, the tolerance attitude that appears depends on the mood, in expressing emotions when happy or sad is overwhelming, enthusiastic only about 5 minutes, manners and courtesy cannot yet be implemented, persistent attitude and appreciate other people's excellence have not yet appeared (2) Factors causing emotional social emotional development that is not achieved include improper parenting patterns, lack of attention due to the busyness of parents, and the lack of cooperation between the school with the family

Social and Emotional Learning (SEL) serves as a grounded theory that integrates cognitive, emotional, and social domains of human development to explain how these competencies enhance personal growth, academic performance, and societal outcomes. By fostering core competencies such as self-awareness, self-regulation, social awareness, relationship skills, and responsible decision-making, SEL provides a comprehensive framework for understanding learning. Drawing from 15 empirical studies, this article positions SEL as a foundational theory of human learning. Through comparative analysis with other prominent learning theories, the article establishes SEL's unique contribution to education and personal development.

Language is a fundamental tool which enables us to communicate with and learn from others. When children have difficulties to develop language this impedes their social-emotional development. In this thesis, we examined the level and development of psychosocial problems in children and adolescents with and without Developmental Language Disorder (DLD) and examined the underlying mechanisms causing these problems. Specifically, we examined whether the severity of communication problems explained higher levels of psychosocial problems, or whether these relations were mediated by children’s emotional competence, that is the ability to recognize, understand, regulate and express emotions in socially accepted ways.
We found that problems in emotional competence have a marked effect on the development of psychosocial problems of children with DLD, which even overshadows the severity of their communication difficulties. However, when children have more emotional competence or develop their emotional competence as they become older, these psychosocial problems are likely to decrease. Positive social interactions with peers enable children with and without DLD to improve their emotional competence.
Parents and professionals should be aware of the difficulties in emotional competence of children with DLD and recognize how these problems may affect their behavior. It is important to acknowledge that children with (a history of) DLD who have missed opportunities to learn early in life, may continue to experience problems later on, or again experience problems when the communicative and social demands of the environment change. Parents and professionals should help children with DLD to gain insight in their own and other’s emotions and adaptive emotion communication by providing explanations, elaborations and nuances in the context of emotional experiences.

Artikel ini membahas tentang bagaimana pengaruh kebutuhan perasaan bebas terhadap perilaku anak usia 3-4 tahun di rumah. Kebutuhan perasaan bebas merupakan kebutuhan anak seperti mengekspresikan diri, berkreasi, dan menjelajahi lingkungan tanpa batasan yang berlebihan. Kebutuhan ini juga mencakup kebebasan untuk merasa nyaman dalam menunjukkan emosi dan melakukan aktivitas yang diinginkan anak.

This report results from the practice in a class of 2nd year of the Primary School in an integrated curriculum unit of Supervised Practice in 1st Cycle of Basic Education. The characterization of the enviroment, institution and class as well as the plans and reflections developed during the internship are part of this report to help the characterization of the practice developed. After this practice was developed an action research project, assuming that the importance of problem solving, metacognition and the value of the relationship between these concepts, aimed to develop students' abilities to monitor and evaluate their thinking and progress during problem solving. Of the class where was developed the Supervised Practice were chosen according to their performance, three good students and three less good students. Were presented to them in a first approach a problem to solve, later they wrote a letter describing how they had solved the problem, and after was made the collective resolution in which the teacher should serve as a model of problem solving, both of resolution steps problems such as level of metacognitive processes. Then, another problem was presented, the same strategy of the previous, the students were invited to write a new letter with a description and filling out a metacognitive questionnaire at the end. Both problems were evaluated and correlated, which allowed us to conclude that the good students were better appropriated the metacognitive processes during problem solving.

This study aims to analyze the use of checklist techniques as an assessment to determine the emotional social development of early childhood. The method used in this research is descriptive qualitative by describing checklist techniques as an assessment used to determine emotional social development. This research uses data collection techniques including observation, interviews and documentation conducted at RA Insan Mulia Bambanglipuro, Bantul, Yogyakarta. Based on the results of research that has been carried out shows that RA Insan Mulia Bambanglipuro implement assessment techniques to assess the development of their students using three techniques namely checklist techniques, anecdotal notes and the work. including for assessing social emotional development using all three techniques, but one of the most prominent techniques to use is the checklist technique. This checklist technique is used by RA Insan Mulia in accordance with the 2015 Early Childhood Education Learning Assess...

the family and previous circle of interpersonal relationships (Osse & Costa, 2011). Young people in this context face many academic and personal challenges, and the presence of emotional distress may aggravate the adaptive process, which justifies the preventive assessment of such characteristics. Valverde, Vitalle, Sampaio, and Schoen (2012), studying a sample of 320 adolescents, reported that the main problems identified were anxiety and depression, with social problems being associated with the onset of adolescence. Furthermore, life events such as the entrance examination may increase anxiety, as was reported by Soares and Martins (2010) when studying a sample of 124 students. Such studies demonstrate

the family and previous circle of interpersonal relationships (Osse & Costa, 2011). Young people in this context face many academic and personal challenges, and the presence of emotional distress may aggravate the adaptive process, which justifies the preventive assessment of such characteristics. Valverde, Vitalle, Sampaio, and Schoen (2012), studying a sample of 320 adolescents, reported that the main problems identified were anxiety and depression, with social problems being associated with the onset of adolescence. Furthermore, life events such as the entrance examination may increase anxiety, as was reported by Soares and Martins (2010) when studying a sample of 124 students. Such studies demonstrate

A presente investigação surgiu da necessidade sentida pelos docentes de gerirem melhor as emoções na sala de aula, especialmente na relação com os seus alunos. Pretendemos analisar o modo como os educadores de infância e os professores do primeiro ciclo do ensino básico fazem a sua gestão emocional no quotidiano escolar. Desejámos perceber quais as emoções que os docentes sentem na sala de aula e que estratégias utilizam para fazerem uma gestão emocional adequada na escola. Para o nosso estudo recorremos à metodologia de investigação qualitativa com o objectivo de, através de um trabalho exploratório, encontrarmos soluções para o nosso problema de investigação. Através do plano de pesquisa e dos resultados que recolhemos nas entrevistas, grelhas de observação e análise documental verificámos que os docentes beneficiavam de formação em educação emocional e de um guião de gestão emocional que lhes seria entregue no final da formação. Ao longo do estudo verificámos que as emoções primá...

The School has always developed academic skills, however it is imperative that socio-emotional skills are also developed, because they are central to the development of school readiness and necessary for children to achieve success. Therefore, it is essential that educators and teachers establish partnerships with families. To develop social and emotional skills and strategies that allow the establishment of partnerships between school and families, we have implemented a training program for educators and teachers, the TCM-AI (Webster-Stratton, 2014). With the arrival of mandatory confinement, due to the SARS-CoV2 pandemic, learning started to be done at home. To assess the perceptions of this relationship, during this time, we prepared questionnaires for educators/teachers who attended three of the TCM workshops, and for the families of the children in their classrooms. It was also our objective to verify if the teachers used the strategies discussed during the workshops. The results obtained show that all teachers implemented TCM-AI strategies to improve their relationship with children and families and that families rated interactions with teachers as very good and good, while educators/teachers rated interactions with families as good. In conclusion, the biggest constraints pointed out were the lack of access to technological means and literacy in this area by parents. In order to guarantee equity in the access of families to technological means, to reduce the inequalities of children with socioeconomic disadvantages and to ensure the possibility of access to quality education, we recommend that families be given access to technological means and that training be provided for parents, enabling them to work on digital platforms. These training courses must be initiated in person, in small groups, in order to ensure that close contact is established, with the training taking place later online, allowing the experience on those same platforms.

Revue de recherche appliquee sur l'apprentissage Dimensions de l'environnement associées au développement de nourrissons qui fréquentent la garderie au cours de leur première année de vie par Nathalie Bigras, Andrée Pomerleau et Gérard Malcuit Nous visons à identifier les caractéristiques associées au développement de l'enfant qui fréquente la garderie avant l'âge d'un an. L'échantillon était constitué de 43 nourrissons (23 garçons, 20 filles) répartis en trois groupes selon leur âge d'entrée à la garderie (G1 : entrée à cinq mois, G2 : sept mois; G3 : neuf mois). Les outils de mesure utilisés comportaient des questionnaires, des observations systématiques et un test normalisé (Bayley, 1969). Les résultats ont révélé que les stimulations procurées par les adultes en garderie étaient associées aux scores de développement des enfants alors que les mesures de la qualité ne l'étaient pas. Les auteurs discutent par la suite de moyens à prendre pour optimiser le développement des enfants qui fréquentent ces services de garde. IntroDuctIon L'apparition de modes de garde extra-familiaux et l'augmentation de leur utilisation dans les pays occidentaux constituent un phénomène important. On voit apparaître à la fin du XX e siècle un changement de forme de l'unité familiale. Au Canada, les femmes occupent de plus en plus un emploi à l'extérieur du domicile (1976 : 30 %; 2002 : 73 %, Statistique Canada, 1976 à 2002). Celles qui ont un jeune enfant retournent au travail dès ses premiers mois de vie. De plus, le pourcentage de mères seules qui occupent un emploi à l'extérieur du domicile a beaucoup augmenté, passant de 30 % en 1976 à 60 % en 2002, chez celles de 20 à 44 ans avec des enfants d'âge préscolaire (Statistique Canada, 1976 à 2002). Au Canada, en 2002-2003, 18 % des enfants âgés de moins d'un an se font garder de façon régulière par des adultes autres que leurs parents (Gouvernement du Québec, 2004; Statistique Canada, 2006). De ce nombre, 13 % fréquentent une garderie 1 (Statistique Canada, 2006). Au Québec, plus de 70 % des enfants de moins de cinq ans se font garder par une personne autre que leur parent. Le tiers de ces enfants sont âgés de moins d'un an (MESSF, 2004). Ils fréquentent une installation 2 (CPE) ou une garderie 3 dans une proportion de 6 % (MESSF, 2004). Les autres enfants fréquentent un service de garde en milieu familial (12,2 %) ou se font garder à domicile (50 %) (MESSF, 2004). Compte tenu de l'importance que prend déjà, et que prendra encore, la garde des enfants en services régis, il semble crucial de connaître les situations et les événements qu'ils y vivent et d'examiner les éventuels impacts de ces derniers sur leur développement. Dans un article précédent (Bigras, Pomerleau et Malcuit, 2004), nous avons décrit le contexte de vie des nourrissons en garderie au cours de leur première année de vie et examiné la relation entre Revue de RecheRche appliquee suR l'appRentissage

Asesmen perkembangan yaitu suatu proses mengumpulkan data-data kemudian dianalisis untuk mengetahui perkembangan anak yang dialaminya. Suatu tingkah laku anak dalam menyesuaikan norma-norma yang berlaku di lingkungannya bisa disebut dengan perkembangan sosial. Perkembangan emosi yakni suatu keadaan berupa perasaan yang dilakukan melalui perbuatan dan membuat  memunculkan sikap terhadap perilaku. Perkembangan sosial emosional anak usia dini adalah suatu kemampuan dalam diri anak yang mana anak bisa mengelola dan mengekspresikan emosi yang sesuai. Anak dapat bereksplorasi dengan lingkungannya yakni dalam berinteraksi dengan teman sebayanya. Jurnal ini bertujuan agar tahu guru akan berperan dalam mengasessmen pperkembangan sosial emosional dan upaya menumbuhkan perkembangan sosial emosional pada anak. Dalam penelitian ini menggunakan metode kualitatif. Hasil penelitian menujukkan bahwa dalam perkembangan sosial emosional pada diri anak  berbeda-beda. Penelitian menunjukkan terdapat ana...

The government has imposed social restrictions during the COVID-19 pandemic, affecting the education sector, including the early childhood school. Distance education offers different methods from the conventional methods, as the students are expected to gain the same skills, including critical thinking skills. Therefore, teachers must provide distance learning innovations using relevant learning media, such as multimedia-based learning. This research aims to assess the efficacy of multimedia learning in early childhood distance learning. This research is a quantitative model with a quasi-experimental pretest and posttest design. The data collection technique utilized questionnaires given to 30 samples of early childhood children. The data were statistically analyzed using SPSS software. The results confirmed that multimedia-based learning for distance learning could develop critical thinking skills in early childhood children during the COVID-19 pandemic. The results of this study offer exploration of learning strategies to improve children's critical thinking.

Grow Good Citizens outlines how educators can guide the development of civic values, civic-mindedness, and, ultimately, the civic heart of a child. This developmental framework lays the groundwork to recognize and employ those small learning moments beginning in early childhood and continuing through high school when values are in con?lict and students are ready to grapple with the complexities of democracy.

In principle, gender inclusive learning is how to place positions between women and men based on the existing proportions of both women and men in all matters relating to social reality. Especially in the early childhood learning process, a teacher must be able to place positions where there is interaction between men and women among students, there is no gap and inequality in accessing and obtaining education. Teachers must be sensitive to the potential for injustice or gender inequality that arises in the games played by their students.

Gaining an understanding of how best to support the development of Aboriginal children is important in promoting positive social, emotional, educational, and health outcomes. The purpose of the current study was to identify the most important elements of healthy development for Aboriginal children, with a particular focus on social-emotional development. Focus groups were conducted with 37 Aboriginal Canadians, including parents, service providers, adolescents, and young adults. Five inter-connected themes emerged: cultural wellness, emotional wellness, mental wellness, social wellness, and strong identity, with strong identity described as central and foundational to the other themes. This study strengthens the assertion that Aboriginal children require an additional set of social-emotional skills to successfully navigate different cultural contexts during development. Implications for research and practice are discussed.

Cel: W pracy postawiono pytanie, czy style radzenia sobie ze stresem i samoocena, a także związki zachodzące między nimi są u ojców modyfikowane przez głuchotę dziecka. Odwołano się do wiedzy klinicznej, z której wynika, że w głuchotę dziecka i jej rozliczne konsekwencje zostaje uwikłane przeżycie przez rodziców traumy wskutek jej stwierdzenia. Uwzględniono też płeć dziecka, wiek dziecka, a także czas upływający od momentu postawienia u dziecka diagnozy głuchoty. Metoda: Badaniami objęto 53 słyszących ojców dzieci głuchych w wieku od 4 do 192 miesięcy oraz 43 ojców dzieci o prawidłowym rozwoju w podobnym wieku. Do pomiaru stylów radzenia sobie ze stresem wykorzystano Kwestionariusz Radzenia sobie w Sytuacjach Stresujących (CISS), a do opisu samooceny Skalę Samooceny Rosenberga (SES) w polskiej adaptacji. Wyniki: Okazało się, że ojcowie dzieci głuchych nie różnią się istotnie od ojców dzieci słyszących o typowym rozwoju w zakresie stosowanych stylów radzenia sobie ze stresem w sytuacjach trudnych, ani w posiadanej samoocenie. Nie wykazano związku między wymienionymi zmiennymi a czasem upływającym od momentu diagnozy u dziecka głuchoty oraz wiekiem i płcią dziecka. Uzyskano jedynie rezultat mówiący o tym, że wysoka samoocena ojców dzieci głuchych nie jest predyktorem zadaniowego stylu radzenia sobie ze stresem, jak ma to miejsce w przypadku ojców dzieci o typowym rozwoju. Ojcowie dzieci głuchych niezależnie od posiadanej samooceny deklarują zadaniowy styl radzenia sobie w sytuacji doświadczania stresu, co może wiązać się z głuchotą dziecka. Z jednej strony bowiem mogą podejmować się wielu zadań związanych z rehabilitacją dziecka (adaptacja), z drugiej zaś poszukują sposobu, jakim może być nadmiarowa aktywność ukierunkowana na realizację zadań (psychiczna obrona), aby odciąć się od przeżyć związanych z byciem ojcem głuchego dziecka. Wnioski: Istnieje konieczność dalszych badań nad psychologicznym funkcjonowaniem ojców dzieci głuchych.

Konferencję poświęconą Deaf Studies w Polsce zorganizował Oddział Łódzki Polskiego Związku Głuchych oraz Polski Komitet Audiofonologii. Tematyka konferencji wiąże się z "badaniami nad głuchotą" w Polsce, które określane są w terminologii światowej jako Deaf Studies. Termin ten odnosi się do rozwijającej się od wielu lat dyscypliny akademickiej, która obejmuje badania w sferze życia społecznego osób g/Głuchych 1 , zarówno jednostek jak i grup, włączając w to historię, antropologię, kulturę Głuchych, edukację, język migowy i badania z zakresu lingwistyki migowej i komunikowania się ludzi g/Głuchych, psychologię, socjologię czy literaturę tworzoną przez osoby g/Głuche, jak i badania nad społecznością (społecznościami) osób Głuchych w różnych krajach. Dr Mariusz Sak wygłosił wykład wprowadzający w zagadnienia Deaf Studies Kobosko J.

Pre-lingual deafness poses significant challenges in communication, cognition, and socio-emotional growth. This comprehensive review explores the efficacy and implementation guidelines for multi-sensory audiovisual -tactile (AVT) interventions in pre-lingually deaf individuals. AVT interventions integrate auditory, visual, and tactile input to support development across domains. The evidence suggests that AVT interventions have positive impacts on cognitive, language, and social outcomes. Implementation guidelines include the needs assessment process, training protocols for parents and teachers, and cultural sensitivity considerations. Future directions include optimizing AVT delivery and evaluation, exploring novel AVT methods, conducting long-term outcome studies, investigating the neuroscientific foundations of AVT, and enhancing language environments. AVT interventions have the potential to facilitate growth and inclusion in children and adults with pre-lingual deafness.

Penelitian ini di lakukan pada anak kelompok A di RA Muslimat NU 047 Tarbiyatul Falahiyah Mojopetung-Gresik karena dilatarbelakangi oleh rendahnya kemampuan kognitif anak kelompok A dalam membedakan serta mengelompokkan bentuk geometri yaitu lingkaran, segitiga dan segiempat. Hal ini terlihat dari 15 anak terdapat 11 anak yang belum mampu membedakan serta mengelompokkan bentuk geometri. Tujuan yang ingin dicapai dari penelitian ini yaitu untuk membuktikan apakah ada pengaruh meronce pola manik-manik geometri terhadap kemampuan kognitif anak. Penelitian ini menggunakan jenis penelitian Pre-Experimental Design khusunya One-Group Pretest-Posttest Design. Subjek dalam penelitian ini adalah seluruh anak kelompok A di RA Muslimat NU 047 Tarbiyatu Falahiyah yang berjumlah 15 anak. Teknik pengumpulan datanya adalah observasi dan dokumentasi. Analisis data dilakukan dengan statistik non parametrik Uji Tanda (Sign Test) dengan rumus

Medical residency has been considered a stressful, overwhelming period, which can contribute to the development of burnout syndrome. Given the importance of interpersonal interactions for the professional practice of medicine, studies addressing protective factors against burnout focusing on social skills are needed. The objective of the present study was to investigate the associations between social skills and burnout dimensions in medical residents. A total of 305 residents were evaluated using the Inventário de Habilidades Sociais (Social Skills Inventory) and the Inventário da Síndrome de Burnout (Burnout Syndrome Inventory). Significant associations were found between all social skills factors and at least one burnout dimension; odds ratio results indicated a protective relationship, in which the residents with an elaborate repertoire of social skills were less likely to have indicators of burnout. Considering the fact that social skills can be learned, these results can contr...

Este artigo aborda um estudo que teve como principais objectivos perceber se e como sao promovidas as regras no jardim-de-infância, conhecer a importância que estas assumem neste contexto e conhecer as percepcoes do educador de infância sobre o seu papel na implementacao e elaboracao destas, bem como as dificuldades sentidas nesse processo. Foram entrevistadas quatro educadoras de infância e, atraves dos resultados obtidos, verificou-se que as participantes no estudo consideram indispensavel impor limites e regras no contexto de jardim-de-infância e apelam a participacao das criancas e familia neste processo. Referem, ainda, necessidade de formacao nesta area.

Este artigo visa refletir sobre uma intervenção psicológica realizada junto a uma turma de 3 a série de uma escola pública federal. Atendendo a queixa da professora relativa à "indisciplina" que caracterizava a turma, foram realizadas observações em sala de aula e atividades com os alunos. Efetuou-se também entrevista e conversas informais com a professora sobre a intervenção realizada junto aos alunos, para que essa se reconhecesse como co-produtora do contexto. A proposta de trabalhar em duas vertentes, a saber, com os alunos e com a professora, fundamentou-se no pressuposto de que qualquer mudança em uma dada situação implica os vários pólos da relação que a constituem. Como resultado, constatou-se o reconhecimento tanto da professora quanto dos alunos como partícipes da situação/queixa e das possibilidades de sua transformação. Com a instituição de um modo geral, no entanto, os resultados foram pífios no que se refere a essa implicação.

O presente estudo busca analisar a vivência de uma situação-problema em aulas de Matemática nos anos iniciais do Ensino Fundamental de uma escola pública da cidade de São Paulo, atrelada às competências socioemocionais e à resolução de problemas, que contou com a participação de três professores que ensinam Matemática nessa etapa escolar. A pesquisa foi organizada em três partes: a discussão de uma situação-problema, o seu desenvolvimento em sala de aula, e explicitação das percepções sobre a experiência vivida. As considerações finais apontam que a prática pedagógica adotada oportunizou a aprendizagem socioemocional e a habilitação e estimulação de funções executivas, tais como o controle inibitório, a flexibilidade cognitiva e a memória de trabalho.Palavras-chave: Educação Matemática. Aprendizagem socioemocional. Resolução de problemas. Funções executivas. Analysis of a problem situation: socio-emotional competences and stimulation of executive functionsThe present study aims to a...

Possessing a good repertoire of interpersonal skills and a good performance when speaking in public can be considered indispensable for the social and academic adaptation of college students. The aim was to characterize and compare the social skills repertoire of college students from diff erent fi elds of study (the human, exact and biological sciences) and from diff erent higher education institutions (public and private), and to investigate the associations between these abilities and their self-assessment about speaking in public. A total of 818 college students took part, who answered the Social Skills Inventory (IHS-Del-Prette), Self-Statements During Public Speaking Scale and a Socio-demographic and Occupational Questionnaire. The groups did not diff er signifi cantly in relation to their social skills' repertoire, with most of the participants (n = 432) having a below-average repertoire of abilities when compared to the normative group of the instrument. It was found that male college students and those who had a partner, a job or their own income, and direct contact with the public gave more positive self-assessments about speaking in public. The skills' classes of self-exposure to strangers and new situations, self-confi dence in expressing positive feelings, conversation and social resourcefulness, selfcontrol of aggressivity, and coping and self-confi dence with risk, and having a vocational course were the variables that predicted a more positive self-assessment by college students about speaking in public.

Possessing a good repertoire of interpersonal skills and a good performance when speaking in public can be considered indispensable for the social and academic adaptation of college students. The aim was to characterize and compare the social skills repertoire of college students from diff erent fi elds of study (the human, exact and biological sciences) and from diff erent higher education institutions (public and private), and to investigate the associations between these abilities and their self-assessment about speaking in public. A total of 818 college students took part, who answered the Social Skills Inventory (IHS-Del-Prette), Self-Statements During Public Speaking Scale and a Socio-demographic and Occupational Questionnaire. The groups did not diff er signifi cantly in relation to their social skills' repertoire, with most of the participants (n = 432) having a below-average repertoire of abilities when compared to the normative group of the instrument. It was found that male college students and those who had a partner, a job or their own income, and direct contact with the public gave more positive self-assessments about speaking in public. The skills' classes of self-exposure to strangers and new situations, self-confi dence in expressing positive feelings, conversation and social resourcefulness, selfcontrol of aggressivity, and coping and self-confi dence with risk, and having a vocational course were the variables that predicted a more positive self-assessment by college students about speaking in public.

Emotional mimicry, the tendency to automatically and spontaneously reproduce others’ facial expressions, characterizes human social interactions from infancy onwards. Yet, little is known about the factors modulating its development in the first year of life. This study investigated infant emotional mimicry and its association with parent emotional mimicry, parent-infant mutual attention, and parent dispositional affective empathy. One hundred and seventeen parent-infant dyads (51 six-month-olds, 66 twelve-month-olds) were observed during video presentation of strangers’ happy, sad, angry, and fearful faces. Infant and parent emotional mimicry (i.e., facial expressions valence-congruent to the video) and their mutual attention (i.e., simultaneous gaze at one another) were systematically coded second-by-second. Parent empathy was assessed via self-report. Path models indicated that infant mimicry of happy stimuli was positively and independently associated with parent mimicry and aff...

Pada kehidupan sehari-hari, emosi sering disebut dengan ekspresi perasaan. Anak-anak yang masih dalam tingkat usia dini tidak langsung memperlihatkan emosinya secara langsung, tetapi mereka memperlihatkannya secara tidak langsung tanpa disadari olehnya, tetapi mereka akan memperlihatkannya secara tidak langsung melalui melamun, kegelisahan, tingkah laku yang gugup, serta menangis dan pendiam. Keadaan ini terdapat pada beberapa anak usia dini atau di Taman Kanak, kelompok Bermain yang rentang usia 4-6 tahun. Penelitian ini dilakukan bertujuan untuk mengetahui bagaimana perkembangan emosi anak dalam pembelajaran yang berjumlah  17 anak.Dalam kelas tersebut, kita bisa mengetahui bagaimana perkembangan emosi setiap anak dalam proses pembelajaran seperti melamun, pendiam, kurang aktif dan tanggap. Kemudian, peserta didik diajak dan dituntun memperkenalkan diri kedepan dengan gerakan yang sudah diperagakan. Dari sini kita bisa mengetahui peserta didik yang tidak gugup, malu dan sulit akan...

A literatura sobre inteligência emocional tem mostrado que as intervenções na área da promoção de competências emocionais, nomeadamente os programas de educação emocional desenvolvidos nas escolas, podem desempenhar um papel decisivo no bemestar, na realização, no sucesso, no desenvolvimento positivo e na felicidade das crianças e dos jovens. O presente projeto de intervenção pedagógica centrou-se na conceção, implementação e avaliação do programa MusicalMente-Educação emocional com teatro musical. Este é um programa em que, através de atividades artístico-culturais ludopedagógicas, integradas em projetos inter e transdisciplinares de teatro musical, se pretende promover e desenvolver competências emocionais em alunos do 1.º ao 12.º ano de escolaridade. Os resultados obtidos na avaliação da construção, da implementação e da eficácia do programa, no Conservatório d' Artes