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Felicia Sprayberry – Dimensions of Early Childhood, 2024
The development of social and emotional learning in children can directly impact overall learning, emotional skills, and socialization of young children (The Urban Child Institute, 2024). Equal emphasis on social and emotional learning should mirror the importance and impact of academic learning. A philosophy of integrated social and emotional…
Descriptors: Social Emotional Learning, Preschool Education, Preschool Curriculum, Social Development
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Eva M. Gibson; Mariama I. Cook Sandifer; Kimberly Rollins; Felix Osagie-Ekhovbiye – Professional School Counseling, 2024
The American School Counselor Association calls for counselors to utilize multitiered systems of support to minimize gaps. Specifically, Tier 2 interventions provide a method to address equity issues and foster growth. Black male students experience the greatest disparities in schools; therefore, school counselors should consider culturally…
Descriptors: Group Counseling, African American Students, Males, Multi Tiered Systems of Support
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Samantha Butler; Catherine Ullman Shade; Laura Wood; Alexandra Roseman; Emily Berry; Erin Walecka; Katherine Engstler; Hope Dickinson; Anjali Sadhwani – Infants and Young Children, 2025
Children with complex congenital heart defects often show delays and deficits in cognitive, language, motor, and social-emotional functioning. As such, the American Academy of Pediatrics and the American Heart Associated recommend ongoing monitoring and support of development. In conjunction with the formal therapeutic supports frequently…
Descriptors: Child Development, Heart Disorders, At Risk Persons, Intervention
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Steed, Elizabeth A.; Barton, Erin E.; Strain, Phillip S. – Journal of Positive Behavior Interventions, 2021
This historical review explores the development of the literature base of single-case intervention research associated with the promotion of social outcomes for young children under the age of 9. Research studies are included from the seminal study conducted in 1956, continuing through 2019. Trends and patterns in study components are noted, such…
Descriptors: Teaching Methods, Social Development, Outcomes of Education, Young Children
Attanasio, Orazio; Cattan, Sarah; Meghir, Costas – National Bureau of Economic Research, 2021
Children's experiences during early childhood are critical for their cognitive and socio-emotional development, two key dimensions of human capital. However, children from low income backgrounds often grow up lacking stimulation and basic investments, leading to developmental deficits that are difficult, if not impossible, to reverse later in life…
Descriptors: Early Childhood Education, Poverty, Child Development, Social Development
Lindsay Poole; Eric Scott; Beth Stuchell; Andryce Clinkscales – Communique, 2023
Sickle Cell Disease (SCD) is an inherited blood disorder affecting approximately 1 in every 365 African American births. Students with SCD are likely to experience ongoing complications that will interfere with their attendance, functioning at school, and overall daily functioning throughout their lives. This article provides education about SCD…
Descriptors: Genetic Disorders, Diseases, Chronic Illness, Special Needs Students
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Bruhn, Allison L.; McDaniel, Sara C. – Journal of Emotional and Behavioral Disorders, 2021
The purpose of Tier 2 positive behavior interventions and supports (PBIS) is to address identified social, emotional, and behavioral needs with efficient, targeted interventions. Although only 10% to 15% of each school's population will require Tier 2 supports, without effective systems, practices, and data, students will continue to demonstrate…
Descriptors: Positive Behavior Supports, Intervention, Behavior Modification, Social Development
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Mansfield, Louise; Daykin, Norma; O'Connell, Neil E.; Bailey, Daniel; Forde, Louise; Smith, Robyn; Gifford, Jake – Campbell Systematic Reviews, 2023
This is the protocol for a Campbell systematic review. The proposed systematic review question is: What is the effectiveness of arts interventions for at-risk and offending children and young people (8-25 years)? There are three objectives: (1) To evaluate evidence on the effectiveness and impact of arts interventions on keeping children safe from…
Descriptors: At Risk Persons, Children, Young Adults, Intervention
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Martinez, Jose R.; Prykanowski, Debra A.; Morgan, Chelsea W. – Young Exceptional Children, 2021
Social competence is the ability to achieve interpersonal goals by engaging in social behaviors that are appropriate and context-specific. It develops early in childhood as children interact with others and it is a significant contributor to children's social development. The purpose of this article is to describe a practical method for how early…
Descriptors: Interpersonal Competence, Peer Teaching, Peer Influence, Intervention
McShane, Michael Q. – American Enterprise Institute, 2019
In recent years, advocates have begun promoting explicit social and emotional learning (SEL) instruction in schools. This means formally promoting skills such as self-awareness, self-discipline, social awareness, relationship skills, and responsible decision-making. SEL has received glowing support from both education reformers and traditional…
Descriptors: Social Development, Emotional Development, Common Core State Standards, Advocacy
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Aal Ismail, Hazim; More, Cori; Baker, Joshua; Huff, Stephanie – TEACHING Exceptional Children, 2022
Stay-Play-Talk (SPT) is a peer-mediated intervention used to increase social interactions between preschoolers with developmental disabilities and typically developing (TD) peers. This intervention has been found to be successful in increasing play and reciprocal conversation amongst children with and without disabilities. The following describes…
Descriptors: Computer Simulation, Preschool Children, Developmental Disabilities, Intervention
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Yildiz, Nadire Gülçin – Education Quarterly Reviews, 2021
In recent times, studies focusing on the issue of gifted and talented students in Turkey have gained much traction. However, so far, these appear to have been limited in terms of the intervention strategies they offer. The question of how to respond to the social and emotional issues of gifted and talented students remains an issue, which is a…
Descriptors: Academically Gifted, Talent, Gifted Education, Acceleration (Education)
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Zsolnai, Anikó; Szabó, Lilla – Pastoral Care in Education, 2021
Primary attachment plays a fundamental role in children's social and emotional development and psychological well-being. Secure attachment correlates strongly with better social competence, self-regulation, well-being and school achievement. There is no full agreement among researchers investigating attachment as to what extent primary attachment…
Descriptors: Attachment Behavior, Teacher Student Relationship, Educational Environment, Child Development
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Lux, Christine J.; Decker, Kalli B.; Nease, Chloe – Journal of School Counseling, 2020
Shifting federal educational priorities and increased funding for pre-K means that more school counselors are interacting with and supporting children before kindergarten age in public school settings. One potential area of focus for school counseling with young students is executive function (EF), including emotional and behavioral regulation,…
Descriptors: Executive Function, Preschool Children, Emotional Response, Child Behavior
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Gordon, Mary – Childhood Education, 2020
Calls for innovation in education often focus on the need to prepare students for the future. Ensuring that we are supporting their empathy for others is an often overlooked, but critical, aspect of that preparation.
Descriptors: Empathy, Child Rearing, Child Abuse, Violence
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