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Corresponding to the current pandemic issue, Covid-19 has driven unprecedented economic loss and instability to many, particularly among low-income families, especially in Asia. In context, families involved single mothers who are markedly affected by job loss; thus, low-income households had markedly affected the well-being and development of children. In addition to family environment, sociodemographic variables, such as socioeconomic status, educational level of parents, and parental conflict, had also been associated with problematic or competent behaviors during childhood. This scoping review aimed to determine current knowledge regarding the impact of single motherhood on the emotional well-being of a child. This review was reported in accordance with the guidelines of the Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR). Three databases, namely Scopus, Web of Science, and Education Resources Information Center (ERIC), were used for data scoping. A total of 341 studies were identified, but only 15 studies conducted in the Asian continent were eligible for selection. Results showed five significant findings concerning parent–child dysfunctional interaction, time spent, family socioeconomic status, parenting skills, and parental styles that impacted the emotional well-being of children, causing child development delay and delinquency.

Despite an increasing number of studies conducted on emotion regulation strategies, there is, however, a limited resource that acknowledges it as a whole due to an inclination towards children’s well-being development. Thus, this research aims to produce a synthesis review of children’s emotion regulation strategies in preparation to encounter a volatile, uncertain, complex, ambiguous (VUCA) world. The articles for systematic narrative review were retrieved through a rigorous database search from 2015 until current. Thirteen relevant articles were retrieved through a systematic search that concentrated on children’s emotion regulation strategies. Five different families of emotion regulation strategies were identified from finalised articles including: (1) situation selection; (2) situation modification; (3) attentional deployment; (4) cognitive change; and (5) response modulation. The findings from the articles were synthesised into a literature matrix and added as supporting statements when all five strategies were further discussed. The systematic narrative review indicated that children from various age groups used the five emotion regulation strategies differently. The situational context was also considered when children used the strategies, as the were they were studies focused on different social contextual factors. Besides, in certain age groups, children are keen to use one of the emotion regulation strategies frequently.

Living in a world of unstable and fluctuating economy has put children’s development at risk particularly children from low-income families. Hence their development should be on alert. The concern regarding online learning is crucial towards children’s emotional development as it can positively or negatively affect them. In the volatility, uncertainty, complexity, and ambiguity (VUCA), no other performance is relevant due to high-speed change. Children as young generations today have more disruptive behaviours causing adults to be fearful in dealing with their unruly behaviour. This study discovered the impact of the current environmental situation of uncertainty and parent-child relationship on children’s emotional development. In view of the COVID-19 pandemic restrictions and preventive measures, the study was conducted with parents’ consent using an online survey tool administered using Google Form. The quantitative survey comprised general population-CORE (GP-CORE) and perceived stress scale (PSS) questionnaires from 108 respondents studying in primary schools around urban areas in Selangor, Malaysia. The findings were analysed and described descriptively. Findings showed that children are greatly affected by parents’ job loss and low-income households’ instability, causing emotional stress when learning from home. Therefore, the study can be the mechanism to aid the educational system in emphasising emotional learning in school.

Learners’ communicative in English language has been unsatisfactory due to the factors that affect their self-confidence and motivation to speak. However, the problem persisted even though ways were used to overcome the lack of communicative ability among learners in Malaysia. Therefore, this study was conducted to address learners’ perceptions of interactive language learning activities in improving English-speaking ability. The study aimed to analyse the effectiveness of the interactive language learning activities in motivating learners to speak in language classroom. A set of questionnaires containing two sections with 30 questions was administered. There were 50 primary school learners selected randomly to participate in this study. The results were collected and presented in the form of tables. The finding showed that self-confidence, motivation and learning environment affect the learners’ English language speaking ability and the results indicated that interactive language learning activities are able to overcome problems pertaining to communicative in language classroom. In conclusion, interactive language learning activities improved the learners’ English language speaking ability.