There is a growing demand for equal support of social-emotional learning across the globe. In the United States, the Collaborative for Academic, Social, and Emotional Learning has shed significant light on the power of affective development for school-aged children, indicating that, without it, students are limited in their ability to reach their…

The central aim of this study was to investigate how different countries practice social and emotional education (SEE) using a comparative research design to create a cross-cultural conceptual framework. The study used a sequential quantitative-qualitative analysis with a comparative design that included 750 teachers. Cross-cultural differences…

This study explores the potential of drumming to enhance emotional and social functioning of children in residential care. Fifteen children (aged 7-12) from a child and youth care centre in South Africa attended four months of weekly drumming sessions. Gestalt theory principles informed the workshops' theoretical foundation and interpretation of…

This review integrates theoretical perspectives and empirical evidence of a sense of school belonging (SOSB) to highlight its importance in understanding the inclusion efficacy research for pupils with special educational needs (SEN). Specifically, it examines the role of a SOSB on pupils' cognitive, affective, behavioural and social developmental…

Children with autism achieve mirror self-recognition appropriate to developmental age, but are nonetheless reported to have problems in other aspects of a sense of self. We observed behaviour in the mirror in 12 pre-school children with autism, 13 pre-school children with Down syndrome (DS) and 13 typically developing (TD) toddlers. Reliable…

Transformation is the act of changing in form, nature or character. It is the process in which we learn something new or are so affected by an event or a conversation that our own selves are no longer the same. Many experiences can cause this transformation: a loss, a tragedy, or an interaction with a friend, loved one or stranger. Transformation…

The current study has two aims: (1) to examine associations between the emotional content of parent-child past event conversations and two aspects of children's self-concept--moral self and self-esteem; and (2) to examine the degree to which talk about past events is uniquely associated with self-concept when compared with talk about ongoing…

Parents of gifted preschoolers are advised of research on their role in stimulating cognitive development, achievement motivation, affective development, and social development. Suggestions are also offered regarding interactions with extended family members, school personnel, friends, and strangers. (CL)

Examined how an unstable rather than stable view of dispositions--that is, personality traits and abilities--affected the motivational consequences of 7- and 8-year-old children's success and failure experiences, and their self-confidence and impressions of other persons. (SKC)

This study was designed to assess the relative effectiveness of one available guidance program at the elementary level, Developing Understanding of Self and Others (DUSO). The program is appropriate for young children, ages 5 through 8, and attempts through listening, inquiry, discussion, and role playing to help children better understand…

The relationship between self ratings and teacher ratings of 100 children, 9 to 15 years of age, in classes for the educable mentally retarded was examined. (Author/MC)

The present study attempted to operationalize the constructs of empathy and egocentrism and contrast them with a cognitive explanation of the behavior of children on a task which required "S" to identify the affective state of himself and of others. Forty "Ss," aged 3-5, were presented a series of 23 stories describing an event which had occurred…

Presented is the summary report of a project designed to review the state of the art in basic areas of affective development in the normal and handicapped preschool child. Reviewed are theories of affect and development of specific emotions with particular emphasis on five dimensions (emergence of self, caretaker attachment, adaptation-mastery,…

Presented is the final report of a project to review the state of the art in basic areas of affective development (emotional state and personal attitudes) in the normal and handicapped preschool child. The document is divided into six major sections. In the first chapter, three general areas are covered--a historical discussion of theories of…

The first issue of a quarterly publication addresses a variety of issues in the education of severely impaired students. Articles, contributed by educators and support staff, examine the following topics: affective education: the hidden curriculum; the importance of touch and activities for staff and students; affective education activities…