Background: Individual and collective prosocial competence can be fostered through high-quality interactions with program staff in out-of-school time environments. Objective: We explored whether the social-emotional competencies of teachers working in an out-of-school STEM program infused with social emotional learning content were associated with…

Digital gaming has become a regular part of life for today's pre-schoolers. Hence, there is a need to look at the integration of digital technology into the preschool education. The present study aims to examine the effect digital games have on children's behaviour and their social competence if played to reach an educational purpose (supervised…

This article presents the findings from a collaborative action research (CAR) study undertaken by a small group of early childhood education teachers working in a New Zealand setting with children aged 3-4 years. The teachers' shared aim was to explore and improve their teaching practices to more effectively support children's prosocial behaviour…

Parents and teachers who care for and educate young people with Autism Spectrum Disorder (ASD) face unique challenges associated with their roles. In this review we investigated the efficacy of mindfulness-based interventions in reducing stress and increasing positive behaviours in young people with ASD and their caregivers: parents and teachers.…

Joen Bettmann's depiction of practical life exercises as character-building reveals how caring, careful, and independent work leads to higher self-esteem, more concern for others, better understanding for academic learning, and a self-nurturing, respectful classroom community. Particular aspects of movement and silence exercises bring out what…

The present study examined teachers' domain-specific self-efficacy (TSE) in relation to individual students with a variety of social-emotional behaviors in class. Using a sample of 526 third- to sixth-grade students and 69 teachers, multilevel modeling was conducted to examine students' externalizing, internalizing, and prosocial behaviors as…

The current study examined the utility of multiple-exemplar training to teach children with autism to share. Stimuli from 3 of 4 categories were trained using a treatment package of video modeling, prompting, and reinforcement. Offers to share increased for all 3 children following the introduction of treatment, with evidence of skill maintenance.…

This article has two broad objectives: (a) It reviews the theoretical and practical literature on the use of games to facilitate social and emotional learning (SEL). (b) Based on this review, it argues that games are a powerful way of developing social and emotional learning in young people. In addition, we draw on our collective experience as…

Many challenging behaviors can be prevented by designing environments that promote children's engagement and teaching children new social skills (Lawry, Danko, & Strain, 1999; Neilsen, Olive, Donovan, & McEvoy, 1999; Strain & Hemmeter, 1999). Fox, Dunlap, Hemmeter, Joseph, and Strain (2003) have described a framework for promoting children's…

Describes ways of observing and interpreting children's peer social behavior based on the impression management perspective, which focuses on the social construction of a child's individual self-concept. Suggests that teachers and caregivers can use impression management strategies to observe and promote prosocial development in young children.…

This White Paper summarizes findings from an extensive literature review that was conducted to identify the most promising models and approaches for meeting the needs of low-income children, youth, and families during the summer months. Special attention is paid to summer learning programs that serve diverse, urban low-income children and youth.…