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Showing 1 to 15 of 24 results Save | Export
Cheung, W. Catherine; Meadan, Hedda; Shen, Sa – Journal of Special Education, 2021
Preschoolers demonstrate rapid growth in motor, cognitive, and socioemotional (SE) skills. The "Early Childhood Longitude Study--Birth Cohort" was used to investigate the discrepancy in fine motor, gross motor, cognitive, and SE skills between children with and without disabilities. Findings indicated that, compared with typically…
Descriptors: Psychomotor Skills, Thinking Skills, Skill Development, Social Development
Meuwissen, Alyssa S. – ZERO TO THREE, 2022
The COVID-19 pandemic has significantly changed the environment in which young children are developing. This article explores the question: How might this reduction in social interactions with peers impact the social development of the youngest children? Social skills rely on a foundation of cognitive and emotional skills that are prerequisites to…
Descriptors: Interpersonal Competence, Skill Development, COVID-19, Pandemics
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de Godoi, Milena Maria; Pialarissi, Elisie; de Oliveira Prado, Denielle Gonçalves – International Society for Technology, Education, and Science, 2022
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…
Descriptors: Teaching Methods, Logical Thinking, Problem Solving, Decision Making
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Chatthong, Winai; Khemthong, Supalak; Wongsawat, Yodchanan – Mind, Brain, and Education, 2020
To design a social and emotional learning (SEL) skills training program for children with attention deficit hyperactivity disorder (ADHD). Quantitative electroencephalography was analyzed, focusing on the strengths and weaknesses in the brain mapping performance (BMP) of children. A total of 305 participants with and without ADHD were recruited.…
Descriptors: Design, Social Development, Emotional Development, Attention Deficit Hyperactivity Disorder
Quint, Janet; Condliffe, Barbara – MDRC, 2018
The concept of project-based learning (PBL) has garnered wide support among a number of K-12 education policy advocates and funders. PBL is viewed as an approach that enables students to develop the "21st century competencies"--cognitive and socioemotional skills--needed for success in college and careers. This issue focus, pulling from…
Descriptors: Student Projects, Teaching Methods, Skill Development, Thinking Skills
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Kim, Nara – Art Education, 2022
With an increase in the focus on STEM education (Rosen-O'Leary & Thompson, 2019) and jobs in the technology and digital realm, the need for integrating arts that emphasize creative, innovative, and divergent thinking with other school disciplines becomes essential (Land, 2013). This interdisciplinary approach, STEAM (STEM + Arts), requires…
Descriptors: Art Education, Student Diversity, Cultural Differences, Language Usage
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Lee, Lindsay Ellis; Meyer, Melanie S.; Crutchfield, Kacey – Journal for the Education of the Gifted, 2021
As the expectations for including creativity in K-12 education continually grow, creative process skills equip students with thinking strategies to generate and evaluate ideas. This systematic review explored existing research on elementary and secondary gifted classroom environments that promote creative process skills. A database search yielded…
Descriptors: Elementary Secondary Education, Thinking Skills, Creativity, Creative Thinking
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Panayiotou, Margarita; Humphrey, Neil; Hennessey, Alexandra – Journal of Educational Psychology, 2020
This cluster randomized trial evaluated the impact of the Promoting Alternative Thinking Strategies (PATHS) curriculum on children's psychological wellbeing, peer social support, and school connectedness. Forty-five schools in England were randomly assigned to implement PATHS or continue their usual provision for 2 years. The trial sample was…
Descriptors: Thinking Skills, Social Development, Emotional Development, Interpersonal Competence
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Pincham, Linda B.; McTague, Becky – IGI Global, 2021
Establishing a student-centered classroom environment where learning puts students' interests first is essential for middle school students to learn and thrive. Student success does not simply rely on instruction; it relies on external factors such as school and classroom climate, positive relationships with their teachers and other adults, and a…
Descriptors: Social Emotional Learning, Student Centered Learning, Middle School Students, Educational Environment
Claxton, Guy; Costa, Arthur L.; Kallick, Bena – Educational Leadership, 2016
People use various terms to refer to traits and tendencies connected to social-emotional behavior and ways of thinking or approaching problems--from 21st century skills to mindsets to habits of mind. Such traits are also often called soft skills or non-cognitive skills. The authors contend that these latter terms imply that these traits and…
Descriptors: Personality Traits, Interpersonal Competence, Social Development, Emotional Intelligence
Afterschool Alliance, 2017
A strong and vibrant economy is reliant on a strong and vibrant workforce equipped with the necessary skills, competencies, and knowledge. Afterschool and summer learning programs play an integral role readying students for their career pathways; not only helping them develop the foundational skills that are critical across the different contexts…
Descriptors: After School Programs, Job Skills, Labor Force Development, Summer Programs
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Murphy, P. Karen; Rowe, Meredith L.; Ramani, Geetha; Silverman, Rebecca – Educational Psychology Review, 2014
Engaging in critical-analytic thinking is essential for knowledge construction and school success. However, little is known about how best to promote such thinking in children and adolescents. Since the research base on promoting critical-analytic thinking is nascent, considering research on fostering skills that could be considered its…
Descriptors: Critical Thinking, Thinking Skills, Skill Development, Intervention
García, Emma; Weiss, Elaine – Economic Policy Institute, 2016
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…
Descriptors: Child Development, Social Development, Emotional Development, Thinking Skills
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Bijvoet-van den Berg, Simone; Hoicka, Elena – Developmental Psychology, 2014
Divergent thinking shows the ability to search for new ideas, which is an important factor contributing to innovation and problem solving. Current divergent thinking tests allow researchers to study children's divergent thinking from the age of 3 years on. This article presents the first measure of divergent thinking that can be used with children…
Descriptors: Individual Differences, Age Differences, Thinking Skills, Skill Development
Chernyshenko, Oleksandr S.; Kankaraš, Miloš; Drasgow, Fritz – OECD Publishing, 2018
In an increasingly fast-changing, complex and diverse world, social and emotional skills are becoming ever more important. In this paper we present an overview of literature on social and emotional skills, describing the nature and structure of these skills, their development, malleability and factors that influence them, their cross-cultural…
Descriptors: Interpersonal Competence, Emotional Development, Emotional Intelligence, Academic Achievement
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