In this study, it has been tried to develop a different perspective in the literature by determining the reflection of couple burnout of mothers, which is examined as a problem between couples or a personal problem, on the social development of children. The study was designed in the relational survey model, one of the general survey models. In…

Logical reasoning is very important in the child's development, increasing their performance in learning as a whole, improving their concentration and decision-making when solving problems. The introduction of this tool and stimulus from the first years of education is necessary for children to grow up with a broad and more critical view, being…

Studies of children's developing social identification often focus on individual forms of identity. Yet, everyone has multiple potential identities. Here we investigated whether making children aware of their multifaceted identities--effectively seeing themselves from multiple angles--would promote their flexible thinking. In Experiment 1, 6- to…

This paper presents evidence of the score reliability, factor structure, criterion-related validity, and measurement equivalence of a web-based assessment of several important social and emotional competencies for children in fourth through sixth grades. The assessment, SELweb LE (Late Elementary), is designed to measure children's understanding…

In this paper, we explore the importance of the social-emotional competence on children's growth. To develop children social-emotional competence, an interaction between adults and children is critically needed. Teachers have the responsibility to enhance children's development in many aspects, including social, emotional, cognitive, academic, and…

"Preparing Children to Thrive: Standards for Social and Emotional Learning Practices in School-Age Settings" is designed to help organizational and program leaders see clearly what social and emotional learning (SEL) among children (ages 5-13) would look like and feel like in real program settings, and to draw attention to promising…

In this follow-up to "Guidance for Every Child," author Dan Gartrell, EdD, expands on the advice broached in that book -- that children need guidance rather than discipline. Guidance is teaching for healthy emotional and social development. On a day-to-day basis as conflicts occur, guidance is teaching children to learn from their…

Suor et al. (2017) present a compelling new evolutionary framework that offers an alternative interpretation of the well-established findings of cognitive deficits in children raised in harsh early environments. They argue that such findings do not convey a complete picture of those children's cognitive development, because children's cognition…

Purpose: The present study aims to investigate maternal emotion socialization, children's self-perception, and social problem-solving skills. In addition, this study describes the association between the levels of children's self-perception and social problem-solving skills. Research Methods: This is a quantitative study adopting a relational…

The importance of so-called noncognitive skills--which include abilities and traits such as critical thinking skills, problem solving skills, social skills, persistence, creativity, and self-control--manifests itself in multiple ways throughout life. This policy brief, which focuses on a set of skills that can and should be taught in schools, is…

A systematic review was carried out to examine the use of robots in early childhood and lower level education. The paper synthesizes the findings of research studies carried out in the last ten years and looks at the influence of robots on children and education. Four major factors are examined--the type of studies conducted, the influence of…

Pretend play has been claimed to be crucial to children's healthy development. Here we examine evidence for this position versus 2 alternatives: Pretend play is 1 of many routes to positive developments (equifinality), and pretend play is an epiphenomenon of other factors that drive development. Evidence from several domains is considered. For…

“Let’s do it again,” shout the children as they complete an activity in music class. A casual observer would be aware that the children are fully engaged but may not be sure of the lesson focus. Is it to help children learn a new orchestra piece? To teach about the beat? To teach form? To teach rhythm? To teach children to read a music score? To…

As schools become living sites of evidence-based practice, teachers increasingly accumulate large quantities of observations and records. In these times of an overabundance of documentation, there is a need to find the "unit of analysis" that determines the essence of what matters for assessment. In drawing upon cultural-historical…

Prosocial behavior in early childhood is a precursor to later adaptive social functioning. This investigation leveraged mother-reported, physiological, and observational data to examine children's prosocial development from age 2 to age 4 (N = 125). Maternal emotion socialization (ES) strategies and children's parasympathetic regulation have each…