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Quiet shy and/or anxious (QSA) children are often viewed negatively in primary school. This study employed two six-week intervention programmes entitled Special Me Time (SMT) for children in the Early Years (ages 3–7) and Quality Me Time (QMT) for children in years 3–4 (ages 7–9). Interventions were designed to support children: in vocalising feelings; accessing classroom opportunities; communication; and in developing friendships. Children were withdrawn from the mainstream classroom and sessions were led by practitioners in small groups. The programmes were delivered in primary schools across Wales. Findings evidenced benefits to children's personal and social development in improving confidence and self-esteem both within and outside the classroom environment. Our research suggests the value of addressing emerging QSA behaviours in children by providing space and time to develop relationships and self-expression. Research findings suggest a risk to academic and social adjustment if inhibiting QSA behaviours are not addressed. [ABSTRACT FROM AUTHOR]

This study seeks to understand how children express themselves socially and emotionally in play negotiations in early childhood education and care (ECEC) settings. It addresses the following research questions: What strategies do children employ in play negotiations? How do these strategies manifest themselves socially and emotionally? The study was conducted in eight ECEC centers and one preschool located in Swedish-speaking regions of Finland. The target group consisted of children aged 3–6. Data were collected through video observations that captured children's social interactions and engagement with their peers during free play. A multimodal interaction analysis approach was employed to identify a prominent category termed "exclusion", which refers to how children employ strategies (e.g., fantasy and fiction) to limit the participation of other children in play negotiations. The results of this study contribute to our understanding of children's complex play negotiations and highlight the significance of addressing their social and emotional development in these contexts. [ABSTRACT FROM AUTHOR]

This study explored educators' perspectives on the role the physical and sensory Early Childhood Education and Care (ECEC) environment plays in supporting children's social and emotional development. Ten semi-structured interviews were conducted, in August 2022, at two ECEC sites in Victoria, Australia. Data were thematically analysed and key findings suggest children engage and interact with their environment to facilitate opportunities for social interactions and emotional regulation. Environmental stimuli can have a positive and negative influence on children's social and emotional competence. Educators reported lack of resources, building design, and limited staffing were barriers to using the environment. Reflective practice, collaboration within teams and services, and access to resources strengthened the use of the environment in everyday practice. Optimal environments rely on educator reflections and responsivity to adapt the environment to the needs of the children utilising the space. [ABSTRACT FROM AUTHOR]

• 25 early childhood educators participated in a brief, online micro-course to support their use of positive teaching practices. • Engagement in and satisfaction with the course was very high. • Teachers reported enjoying that it was self-paced, not rushed, free, and had high-quality and relevant content. • Teachers reported significant changes in their knowledge of practices from pre to post. The past two decades of research have underscored the concerning use of exclusionary discipline in early childhood education settings and the need for professional development to support educators to use evidence-based practices. Existing professional development, such as coaching and infant/early childhood mental health consultation, are effective but pose implementation challenges due to time and resource demands. The need for scalable, cost-effective professional development that focuses on social and emotional development and challenging behavior is higher than ever. Short, online, self-paced courses (what we refer to as "micro-courses") are one approach to addressing these challenges. In this paper, we examine initial evidence for how a micro-course can support in-service early childhood educators to learn and use evidence-based universal strategies to support positive behavior, which may indirectly reduce exclusionary discipline. We leverage quantitative and qualitative data from 25 educators who piloted the course in spring 2022 to report on early childhood educators' engagement and satisfaction with the micro-course and whether educators report any changes in their knowledge or practices. We found that early childhood educators actively participated in the micro-course, found the experience useful and relevant, and reported changes in their knowledge of and comfort with positive behavior support practices as a result of participation. This study can inform future policy, practice, and research efforts to equitably support children's positive behavior, prevent challenging behavior, and eliminate exclusion in early childhood settings. [ABSTRACT FROM AUTHOR]

The purpose of this survey study was to describe how teacher preparation programs prepare undergraduate preservice music teachers to consider P–12 learners' socioemotional development. Music teacher education programs (N = 665) were identified from the 2019 Title II Report of National Teacher Preparation Data. Program representatives were invited via email to complete an online questionnaire; data from respondents (n = 133) were analyzed quantitatively and qualitatively. Findings revealed that programs varied greatly in providing opportunities, conceptions, and practices. Relevant, embedded coursework existed in most music teacher education programs. Just under one quarter of respondents reported requiring socioemotional development coursework, and 4.51% indicated at least one music-specific course. Course topics were directed at specific populations and teaching methods; courses were often housed in education, psychology, or sociology departments. Required experiences included fieldwork in general music, practicum, student teaching, or "diverse," rural, or urban settings. Methods of delivery for optional experiences were similar to required experiences, with the addition of conferences and partnerships with organizations. [ABSTRACT FROM AUTHOR]

This manuscript describes high school family and consumer sciences (FCS) students' active and passive technology use as a component of quasi-experimental research that examined the impact of the Intentionally Unplugged™ curriculum (Roland, 2020) on students' attitudes and behaviors toward their technology use. One hundred and ninety-one students in five FCS teachers' classrooms participated in the study. Pre-testing showed a connection between the time spent on electronic devices and depression. No significant differences were found between levels of depression before and after the Intentionally Unplugged™ curriculum was used by students in the classrooms included in the study. [ABSTRACT FROM AUTHOR]

People are looking to the digital world for solutions to the challenges they face in their everyday lives, as technology continues to advance rapidly. People with impairments now have equal access to learning opportunities due to technological advancements. ADHD (attention deficit hyperactivity disorder) has become more prevalent among children and teenagers from ethnic minorities in recent years. Due to challenges with cognitive and metacognitive functioning, this condition is associated with various learning and behavioral difficulties. People can only assimilate into the social environment once they have developed these functions. Children can learn alternative techniques to manage their cognitive deficiencies and adapt to various contexts by developing self-awareness, self-regulation, and self-control through internal attention. With the rapid advancement of research, numerous medical and psychological approaches have been developed for the treatment of ADHD, significantly assisting in the management of symptoms. The current study examines different therapeutic strategies aimed at improving the quality of life for children from racial and ethnic minorities who are affected by ADHD. These strategies include video games with virtual reality (VR) environments. [ABSTRACT FROM AUTHOR]

Copyright of Istanbul Gelisim University Journal of Health Sciences / İstanbul Gelişim Üniversitesi Sağlık Bilimleri Dergisi is the property of Istanbul Gelisim Universitesi Saglik Bilimleri Yuksekokulu and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this paper, we present a systematic review of the factors influencing the social and emotional development of twice exceptional students. Eight studies among 331 published in English between January 2000 and January 2022 were determined through electronic databases. We conducted a systematic literature review by following the steps identified by PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses), including the processes related to data sources, search, data collection, eligibility criteria, data selection, and data analysis. Six themes were identified through the thematic analysis of these eight studies: self-concept, environment, friendship, achievement, labeling, and bullying. As a result of the analysis of the articles, it was seen that "achievement" affected the social and emotional development of twice exceptional students positively, while "bullying" affected the development negatively. However, other themes such as labeling, environment, friendship and self-concept were found to affect social and emotional development both positively and negatively. [ABSTRACT FROM AUTHOR]

Forest School provision is a growing phenomenon in the UK due to its perceived impact on participant learning and wellbeing. This study sought to understand the impact of Forest School provision on the social and emotional development of participants using practitioner's reflections. Semi-Structured interviews with six qualified Forest School Leaders explored practitioner experiences working with children and young people. A thematic analysis with a social-constructionist epistemology revealed three interrelated themes, which are inherent in the Forest School ethos. These themes show Forest Schools to be micro-communities constructed by participants. The study concluded that Forest School micro-communities are established by each Forest School that is formed. These micro-communities contribute to the social and emotional development of children and young people through the construction of a shared space, fostering a sense of community and a shared power paradigm between leaders and participants. [ABSTRACT FROM AUTHOR]

School readiness includes a constellation of skills and behaviors, such as social and emotional development, language and literacy, and self-regulation that provide a basis critical for classroom participation and learning. Whereas it has been well-established that students who enter kindergarten with weaknesses in language and literacy are more likely to struggle academically, less research has focused on the variability and educational impact of other foundational learning components, including internalizing and externalizing behaviors, particularly in first grade. This study used latent profile analysis to identify the following four subgroups (profiles) of students, using foundational learning components, in a sample of first graders (n = 324): Emergent Hyperactive, Externalizing, Generally Good Students, and Internalizing. Latent class growth analysis illustrated significant differences in the average rate of growth in literacy skills from the beginning to the end of first grade across the four profiles, after controlling for gender and socioeconomic status. Findings indicated the greatest growth in literacy skills for students in the Externalizing profile and the least amount of vocabulary growth for students in the Emergent Hyperactive profile followed by the Internalizing profile. Educational implications of how researchers and educators might consider students' individual differences across profiles of foundational learning components to inform ways to support development and learning in the classroom are discussed.

School readiness includes a constellation of skills and behaviors, such as social and emotional development, language and literacy, and self-regulation that provide a basis critical for classroom participation and learning. Whereas it has been well-established that students who enter kindergarten with weaknesses in language and literacy are more likely to struggle academically, less research has focused on the variability and educational impact of other foundational learning components, including internalizing and externalizing behaviors, particularly in first grade. This study used latent profile analysis to identify the following four subgroups (profiles) of students, using foundational learning components, in a sample of first graders (n = 324): Emergent Hyperactive, Externalizing, Generally Good Students, and Internalizing. Latent class growth analysis illustrated significant differences in the average rate of growth in literacy skills from the beginning to the end of first grade across the four profiles, after controlling for gender and socioeconomic status. Findings indicated the greatest growth in literacy skills for students in the Externalizing profile and the least amount of vocabulary growth for students in the Emergent Hyperactive profile followed by the Internalizing profile. Educational implications of how researchers and educators might consider students' individual differences across profiles of foundational learning components to inform ways to support development and learning in the classroom are discussed.

The Peterson Proactive Developmental Attention model (PPDA) offers a framework for understanding and addressing social and emotional concerns of high-ability students. This manuscript focuses on the developmental component, with emphasis on academic underachievement, with explanations and guidance for applying the developmental aspect of the PPDA model in school programs for bright students, in counseling, and at home. This article explores how an emphasis on the development of underachievers, in contrast with underachievement, can engage them and the adults who are invested in them in mutual learning about life in the present – for the sake of both present and future wellbeing. [ABSTRACT FROM AUTHOR]

The study aimed to investigate quality of early childhood education in context of Personal, Social and Emotional Development in public and private schools of Bannu Division. Learning Standards Questionnaire (LSQ) was used as a research tool for data collection. All public and private schools of Bannu Division constituted the population of the study. The sample of the study was consisted of 360 selected schools. Mean standard Deviation was used as a statistical tool. Finding showed that children were "very familiar" to know that the state religion of Pakistan is Islam" while children were "moderately familiar" to identify happy/sad occasions" and developed a sense of citizenship. They were "moderately familiar" to ask for help, they were also appreciated their culture and narrate stories. They were "moderately familiar" to express their likes/dislikes and talk about their areas of improvement while children were "slightly familiar" to respect others opinion and take care of his/her and others' belongings. Moreover it was found that children were "moderately familiar" to "Personal, Social and Emotional Development" of early childhood education. [ABSTRACT FROM AUTHOR]

This study focuses on a close examination of how children express themselves at ECEC in play situations, which form an integral and large part of a typical day. The main research question has been: How can children's social and emotional expressions be understood through analyses of communication and interaction during free play? A qualitative approach has been deemed suitable for this study, since it can provide insight into children's social interaction and engagement with their peers and with ECEC staff, in their natural, everyday ECEC environment. The study was carried out at eight different ECEC centres and one pre-school at various locations in the Swedish-speaking regions of Finland. At the time of observation, the group sizes at the ECEC centres and the pre-school ranged from about 10 to 20 children, aged 3–6. The analysis showed an overarching category of exclusion in play, and in the article we present examples of how children limit each other during play. This is done through imposing limits in play through favouritism by prioritising certain children above others. The article exemplifies this with detailed analysis of play situations showing children's verbal favouritism as well as clear exclusion of other children. The results highlight the need of discussing the issue more in depth. [ABSTRACT FROM AUTHOR]

Copyright of Iskolakultúra is the property of University of Szeged, Faculty of Arts & Social Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The authors discuss the challenges and opportunities for teachers in facilitating social and emotional development in preschool children, creating partnerships with their families, and addressing their impeded progress induced by COVID-19. The authors further illuminate lessons learned and provide implications for partnering with families during in-person instruction. [ABSTRACT FROM AUTHOR]

Objectives: Early childhood educators play a significant role in creating social and emotional learning environments for children. Therefore, it is important that early childhood educators stay mindful to provide responsive and sensitive care and education for young children. The goal of this study is to examine to what extent five facets of teachers' mindfulness (i.e., observing, describing, awareness, nonjudging, and nonreactivity) are associated with children's social, emotional, and behavioral functioning, measured by anger/aggression, anxiety/withdrawal, social competence, and behavioral self-regulation. Methods: Using data collected from 329 preschool-aged children and their 52 teachers in 13 ECE programs, we conducted three-level multi-level analyses. Results: Different aspects of mindfulness among teachers were differently associated with child outcomes after controlling for child and teacher demographics. Teachers' observing was positively associated with children's social competence and anger/aggression. When teachers report a higher level of describing, children had better social competence. In addition, teachers' better awareness was significantly associated with lower levels of anxiety/withdrawal and anger/aggression. Teachers' nonjudgmental mind was positively associated with children's self-regulation. Conclusions: The findings revealed that teachers' mindfulness is generally associated with children's social, emotional, and behavioral functioning. This suggests the importance of teachers' mindfulness in ECE settings and the need for addressing mindfulness in future research. Because different aspects of mindfulness were associated with different child outcomes, future research may consider the uniqueness of ECE teachers' role when designing mindfulness interventions. [ABSTRACT FROM AUTHOR]

This article was an examination of the relationship between presenting controversial literature in middle school English Language Arts classrooms and adolescent students’ social and emotional development. Social and emotional development (SEL) of adolescents were understood in view of psychological theory and educational research. The consequences of book banning were considered, and an argument for introducing adolescents to controversial literature were explored. The evidence supported the premise that controversial literature fosters adolescents’ emotional and social development by promoting critical thinking that challenges stereotypes, promotes empathy for others, and reveals the complexity of how culture, race and lifestyle affect a person’s perception and behavior (Masko and Bloem, 2017). The authors concluded that effective pedagogical methods are needed to present such literature to adolescents and young adults. Recommendations of those highly efficacious and culturally sensitive teaching methods that promote adolescents’ social and emotional growth and development were delineated. [ABSTRACT FROM AUTHOR]

Previous studies have shown teaching children empathy for nonhuman animals through lessons and story books can transfer to humans. Following the National Institutes of Health's call for further research exploring the contributions of human-animal interactions to development, the purpose of the present qualitative research study was to explore first graders' social and emotional development through situated learning experiences with a nonhuman animal in a classroom. The classroom companion animal became a catalyst for integrating humane education into academic content areas through situated learning experiences promoting social and emotional development. The findings indicate the first graders' social and emotional skills practiced with the classroom companion animal became observable when children were interacting with each other. [ABSTRACT FROM AUTHOR]

This qualitative study explored the practices of Belizean urban, preschool teachers when teaching social and emotional skills (SES). It sought to shed light on their understanding of social and emotional development (SED) with a view to highlighting possibilities for and challenges with improving the teaching of SES at the preschool level. A sample of 6 preschool teachers was interviewed, observed, and asked to provide a self-evaluation reflection on their social and emotional teaching practices. The findings revealed that while teachers taught and encouraged development of some SES, they did not teach SES in explicit and strategic ways. This shortcoming was influenced by the teachers' limited understanding of SED and how to facilitate it. An improved curriculum, professional developmental training, monitoring, and support are therefore indicated as necessary components for the effective teaching of SES. [ABSTRACT FROM AUTHOR]

Abstract In this study, it was aimed to evaluate the effects of a relationship-based intervention called Banking Time (BT) on child–teacher relationships in preschool period. Five- and six-year-old children (N = 93) attending full-time private preschool and their teachers (N = 8) were included in the participant group. It was pretest–intervention–posttest design and data were collected using Semi-Structured Play Interview and Student–Teacher Relationship Scale to assess whether or not BT intervention would be effective on child–teacher relationship perceptions. It was hypothesized that both children and teachers in the experimental group would perceive more positive relationships than the control group. The analysis showed that BT intervention differentiated relationship perceptions of children between the experimental and the control group. However, BT intervention did not improve the relationship perception of teachers with children in the experimental group as compared to the control group.

Purpose – There is a growing consensus in education that schools can and should attend to students’ social-emotional development. Emerging research and popular texts indicate that students’ mindsets, beliefs, dispositions, emotions and behaviors can advance outcomes, such as college readiness, career success, mental health and relationships. Despite this growing awareness, many districts and schools are still struggling to implement strategies that develop students’ social-emotional skills. The purpose of this paper is to fill this gap by examining the social-emotional learning (SEL) practices in ten middle schools with strong student-reported data on SEL outcomes, particularly for African American and Latinx students. Design/methodology/approach – Case study methods, including interviews, observations and document analysis, were employed. Findings – The authors identify six categories of common SEL practices: strategies that promote positive school climate and relationships, supporting positive behavior, use of elective courses and extracurricular activities, SEL-specific classroom practices and curricula, personnel strategies and measurement and data use. Absence of a common definition of SEL and lack of alignment among SEL practices were two challenges cited by respondents. Originality/value – This is the first study to analyze SEL practices in outlier schools, with a focus on successful practices with schools that have a majority of African American and/or Latinx students.

Copyright of Journal of National Education / Millî Eğitim Dergisi is the property of Milli Egitim Bakanligi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This literature review highlights the utility of identifying early childhood adversities through dramatic play and theater arts. Understanding the impact of early childhood education, our focus included beneficial, qualitative observations of the positive therapeutic outcomes when participating in theater arts activities. We chose to search these individually (a) to understand how to identify adversities in early childhood and (b) to learn about the therapeutic effects that theater arts and dramatic play have on children. The findings amongst our articles show similar beliefs that theater arts can have a positive effect on a child's social and emotional development. Theater arts can be utilized as a venue for children to express themselves. We strongly believe that future studies should be conducted to further explore how theater arts and dramatic play can provide a means for identifying and treating children who have experienced early childhood adversities. Ending our literature review, we feel compelled to further investigate similar studies and/or design a study focused on identifying early childhood adversities using dramatic play and incorporating expressive arts as a therapeutic intervention. Particularly now, as the world determines how to navigate the multiple adversities of the COVID-19 pandemic, research informing educators, community leaders, and families of ways to protect children against the toxicity of pervasive stressors is vital. [ABSTRACT FROM AUTHOR]

DIR/Floortime is increasingly used in work with children with ASD and other developmental disorders and is one of the popular and well-known psychological and pedagogical approaches. Its authors are an American psychiatrist Dr. Stanley Greenspan and his colleague Sirena Wider. One of the significant features of this approach is that it brings a child with impaired development closer to the path of healthy ontogenetic development. At the heart of DIR/Floortime there is a model of emotional functional development which includes a number of hierarchically organized skills necessary for the healthy development of the child's psyche. The development of these skills occurs in emotionally significant relationships that take into account the individual characteristics of the child, including the family component. From the point of view of the DIR/Floortime approach, the child's family is the main resource of his development. It is important for parents to have certain skills that facilitate interaction with the child. At the heart of the DIR/Floortime approach there is J. Bowlby's theory of attachment, in which great importance is given to the quality of attachment between the child and the parents. It can both facilitate and hinder the manifestation of these parenting skills. During lessons with the child and conversations with parents, we pay attention to the nature of interaction between parents and children, explore their capabilities and help them develop skills and abilities important for establishing interactions with the child. The article discusses these skills and provides specific examples of the DIR/Floortime specialist working with parents.

The social and emotional development of young children is affected by many stimulating factors, and one of those factors is early childhood education. However, not all pre-school children have the opportunity to attend early childhood education. This study was aimed at comparing children social and emotional development of those who attend and do not attend early childhood education. This comparative study was carried out using a cross-sectional approach among 72 participants divided into 2 groups: 36 participants who attend early childhood education and 36 participants who do not attend early childhood education. Accidental sampling technique was applied to select samples, Non-parametric statistical test employed was the Mann Whitney test. The comparison value of children attending and not attending early childhood education was P-value 0.000; the emotional comparison value was P-value 0.040. It means there were differences in social and emotional development between children who attend early childhood education and those who do not attend early childhood education. It can be concluded that early childhood education can help stimulate the development of children. Parents should pay more attention to their children social and emotional development, whereas if parents cannot be the medium to support children’s social and emotional development, they should engage their children in early childhood education.

The relationship between adverse childhood experiences (ACEs) and negative physical and mental health outcomes is well established (Felitti et al. [1998]. Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults: The adverse childhood experiences (ACE) study. American Journal of Preventive Medicine, 14(4), 245–258). While awareness of the long-term effects of experiencing childhood abuse and neglect has increased, much less is known about how ACEs impact parenting, and children's social and emotional development. The current study has two objectives (1) to examine the relationship between ACE scores (N = 52) and children's social and emotional problems in a sample of low-income mothers and their young children and (2) to examine maternal depression, perceived social support, and parenting self-efficacy as possible mediators of that relationship. Indirect effects were significant for self-efficacy, B =.342, 95% CI [.010,.886] and marginally significant for maternal depression mediating the relationship between ACEs and child social and emotional problems. Findings suggest that one-way mothers' early adversity affects their children's development is through its effects on maternal mental health and parenting confidence. [ABSTRACT FROM AUTHOR]

This multiple case study examines practices of educators in high schools called "odds-beaters". These schools are exemplary in that they consistently achieve better-than-predicted graduation outcomes among economically disadvantaged, African-American/Black, Hispanic/Latino, and English language learners. Findings from this study revealed that these schools are characterized in part by educators' priorities for an interdisciplinary specialization known as positive youth development (PYD). These priorities are expressed in how educators talk about young people; their use of PYD practices as a school improvement resource; and their strategies for facilitating students' engagement, agency, and identity development. The PYD practices evidenced in these schools offer insights for others and serve as a source for those struggling to improve college and career readiness among their diverse students. [ABSTRACT FROM AUTHOR]

Problematic and disruptive behaviours continue to be a pervasive problem in elementary school classrooms across the globe, with recent reports indicating rising trends. The present study seeks to describe a unique sample of children who are seeking mental health services and present with specific problematic school behaviours. Preliminary analyses were conducted to provide a descriptive understanding of the demographic characteristics of the sample of children. Comparative analyses were conducted to investigate the social and emotional functioning of children who engage in minimal problematic school behaviours and children who engage in more severe and frequent problematic school behaviours. Findings indicate significant between-group differences for conduct problems, hyperactivity-inattention, and peer relationship problems. Implications and possible suggestions are discussed regarding how key stakeholders can make use of these findings within their school contexts. [ABSTRACT FROM AUTHOR]

Background: Feeding functions are generally affected in preterm infants. This has long-term impact on emotional development, social learning, and health. Occupational therapists use a variety of interventions such as premature infant oral motor intervention (PIOMI), Infant massage (IM) for improving oral motor control and neuro-behavioral status of preterm infant. PIOMI has positive effects on oral motor functions. IM is recognized as a developmentally supportive intervention aimed at decreasing infant stress and optimizing the infant's sensory experience on long-term development. The current study intends to observe the effect of PIOMI and combined effect of PIOMI with IM on social and emotional development of preterm infants. Objective: The aim was to evaluate the effect of PIOMI and combined effect of PIOMI with IM on social-emotional development of preterm infants. Study Design: Prospective, experimental, design was chosen for this research. Methods: Preterm infants (32-36 weeks) who were hemodynamically stable and satisfying the inclusion criteria were allocated into Group A and Group B randomly divided into 30 subjects in each group. Group A received PIOMI of 10 min session, twice a day. Group B received PIOMI along with IM therapy (IM) of 10 min session twice a day, till they achieved full oral feeds. The infants were evaluated at 2 and 6 months of corrected age on Ages and Stages Questionnaire Social Emotional-2 (ASQ: SE-2) scale to evaluate the long-term effect of intervention on social-emotional development of preterm infants. Results: Thirty infants from Group A enrolled for study, 25 infants followed up at 2 months of corrected age. On social emotional-2 (ASQ: SE-2), they scored mean score of 30.4 ± standard deviation (SD) 7.4, 95% confidence interval CI: (27.66, 33.14), On follow-up at 6 months of corrected age, there was an increase in mean scores to 46.2 ± SD 11.2, 95% CI: (41.7, 50.7). Out of thirty infants, the twenty-eight infants from Group B followed up at 2 months of corrected age. On ASQ: SE-2 they scored as mean 18.4 ± SD 4.5, 95% CI: (16.66, 20.14).This group also showed increase of mean scores at 6 months of corrected age to 28.2 ± SD 8.14, 95% CI: (25.04, 30.36). Infants receiving PIOMI with IM showed better social-emotional development in preterm infants as compared to those received only PIOMI at 2 and 6 months. The marked improvement was seen in components such as social interaction, self-regulation, and communication. Conclusion: Preterm infants from both the groups showed good social emotional development, whereas preterm infants who received PIOMI along with IM therapy showed better self-regulation and interaction due to graded tactile stimulations received during therapy, which also enhanced interaction with caregivers. [ABSTRACT FROM AUTHOR]

This research examined the conditions under which codesigned approaches to educator professional learning in multilingual, birth to five settings were accessible and supportive of children’s social and emotional development across diverse types of Australian early childhood services. The research sites, in the suburbs of a capital city, comprised a long day childcare center, two short term informal community creches for birth to 5-year-old children of migrants and refugees attending English classes, and a family hub short term informal community creche for children of Afghan refugees. Professional learning mentors visited the participating sites eight times for 2 h every 2 weeks for 16 Weeks in 2021, demonstrating resources and strategies to assist young children to identify their own and others’ emotions and engage with social settings. Over 20 weeks, 97 participants provided data, commencing before and extending after the professional learning program. Participants included professional learning mentors, staff and volunteers, parents, and children via observation. Using Reggio Emilia principles, the research identified that professional learning, flexibly delivered over time, enabled educators and volunteers to build their social and emotional development knowledge, and to try resources and strategies with children in their care. Recruiting educators who shared children’s home or community languages, in addition to professional learning, supported multilingual children to engage with emotional literacy resources, while still developing spoken English. The research affirmed that educators, volunteers, parents, and children benefitted from a sustained focus on children’s social and emotional development in the early childhood education and care settings. [ABSTRACT FROM AUTHOR]

This article explores how resilience draws upon positive individual, social, contextual, and cultural variables and buffers gifted children from the harmful impact of their psychosocial and emotional needs. Its purpose is to consider building resilience in gifted children and advocating the resilience curriculum requirement for their unique social and emotional development. Based on resilience theory, recommended policies and practices are categorized as program design, curriculum planning, educators' capacity and continuum of gifted supports, programs, and services. This resilience framework for meeting their best interests is rethought to allow a greater opportunity for growth of innovation and change of curriculum to reflect recent trends in the field. If gifted children are to achieve their academic potential, social and emotional aspects of giftedness must be recognized and developed, because excelling in one academic area requires thriving in others. [ABSTRACT FROM AUTHOR]

The conflicting education values in Hong Kong kindergartens and primary schools pose various challenges to kindergarten teachers in providing pupils with a smooth transition to primary school which requires collaboration from schools and families. This study explored these challenges as well as the benefits of a professional teacher training programme. In-service teachers (N = 35) and tutors (N = 2) engaged in the module ‘The Social and Emotional Aspects of Teaching and Learning’ participated in this study. The trainees’ weekly reflective journals throughout the 22-week module were subjected to documentation analysis. Group interviews with the in-service teachers and individual interviews with the tutors were conducted on completion of the module. Findings reveal a gap between teacher training and providing pastoral care for pupils through supporting the social and emotional aspects of their families in Hong Kong, and indicated that traditional beliefs associated with the teaching profession should be widened. Meanwhile, counselling knowledge and skills should be contextualised and integrated into teacher training programmes. [ABSTRACT FROM AUTHOR]

The initial transition to high school is challenging for any student, but adolescents with intellectual disability (ID) and autism spectrum disorder (ASD) often experience increased difficulties. This population, often characterized by significant limitations in their social and emotional development, experience limited access to inclusive programming, particularly in secondary settings. Inclusive education in itself has its challenges during the transition period, and the primary stakeholders, educators and parents, may not share the same priorities. The combination of these factors ultimately limits outcomes for adolescents with ID and ASD, but there are elements of transitional programming that can help. [ABSTRACT FROM AUTHOR]

As educators begin to understand the need for a social-emotional learning curriculum for young students, finding opportunities to implement a curriculum that supports students' social-emotional development is important. Research supports that using shared reading opportunities that are common in young students' in-school and out-of-school routines to embed social-emotional learning could have potential impact for young students' social emotional as well as academic development. This article describes an exploratory mixed-methods case study that examines the use of dialogic book reading strategies in promoting social-emotional skills of young elementary students in an after-school program in the United States. A pre–post case study design was employed to examine preliminary social-emotional outcomes. In addition, parent interviews were conducted to explore the perceived benefits of the intervention in the home environment. The results suggest that dialogic reading may be a helpful strategy to promote young students' social-emotional learning. The implications for research and practice are discussed. [ABSTRACT FROM AUTHOR]