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Alfano, Julie – ProQuest LLC, 2021
Across educational settings, leaders in the field are recognizing a need to support students' social-emotional development in order to improve educational outcomes (CASEL, 2020; Collie et al., 2015). Social emotional learning (SEL) is one approach which educational communities can collectively employ to improve students' cognitive, affective, and…
Descriptors: Social Development, Emotional Development, Social Emotional Learning, Administrator Role
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Matthew E. Brock; Kara N. Shawbitz; Eric J. Anderson; Caitlin J. Criss; Xiaoning Sun; Abdulaziz Alasmari – Review Journal of Autism and Developmental Disorders, 2021
Recess represents a rich opportunity for social development, but students with intellectual and developmental disabilities (IDD) often do not fully realize these benefits. In this systematic review, we review 37 experimental studies in which students with IDD received interventions designed to improve social outcomes at recess. Overall, these…
Descriptors: Recess Breaks, Intervention, Elementary School Students, Students with Disabilities
Jewoong Moon – ProQuest LLC, 2021
My dissertation examined the effect of adaptive prompts in virtual reality (VR) based social skills training on social skills of children with autism spectrum disorder (ASD). In my dissertation, adaptive prompts refer to an instructional technique to enhance social skill performance of children with ASD considering their emotional states. Despite…
Descriptors: Prompting, Cues, Computer Simulation, Interpersonal Competence
Rogers, Jennifer E. – Council for Exceptional Children, 2019
Develop and cultivate a positive school culture! Calling all change agents! If you are hoping to join other schools and districts across the country that are adopting Social-Emotional Learning (SEL) programs and practices to improve student outcomes and teacher capacity, then you've found the right book. Let Jennifer Rogers share her specialized…
Descriptors: Social Development, Emotional Development, School Culture, Educational Change
Amy Hunter; Mary Louise Hemmeter; Kathryn M. Bigelow; Neal M. Horen – Brookes Publishing Company, 2025
The highly anticipated follow-up to "Unpacking the Pyramid Model," this one-of-a-kind book is the first to provide a comprehensive, step-by-step overview of the widely used Pyramid Model Practices for infants and toddlers from birth to three. With this accessible training guide, teachers and providers will use research-based practices to…
Descriptors: Infants, Toddlers, Educational Practices, Early Intervention
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Brook Sawyer; Samantha Shera; Yin Cai; Susan Sonnenschein; Peggy Kong; Cassandra Gerson; Xinwei Zhang; Xiaoran Yu – Early Childhood Education Journal, 2025
Numerous studies have compared parents' and teachers' beliefs about school readiness. However, no known research has explicitly examined the alignment of school readiness skills between immigrant parents and early childhood teachers. As such, the current study examined differences in prioritized school readiness skills between Latine and Chinese…
Descriptors: School Readiness, Immigrants, Parent Attitudes, Teacher Attitudes
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W. Catherine Cheung; Panpan Chen; Michaelene M. Ostrosky – British Journal of Special Education, 2025
Structured motor play is crucial to the motor and social development of children with disabilities. However, many teachers report that including children with disabilities in motor play is challenging, especially during virtual learning. The purpose of this interview study was to explore 26 preschool teachers' perspectives on engaging children…
Descriptors: Teacher Attitudes, Inclusion, Motor Development, Social Development
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Emma J. Carpendale; Melissa J. Green; Sonia L. J. White; Kate E. Williams; Stacy Tzoumakis; Oliver J. Watkeys; Felicity Harris; Kirstie O'Hare; Vaughan J. Carr; Kristin R. Laurens – British Journal of Educational Psychology, 2025
Background: The transition from primary to secondary school presents a challenging developmental milestone which often marks a decline in academic performance. Social-emotional skills are recognized as fundamental to academic success but longitudinal research is needed to determine the extent of their association over this transition period. Aim:…
Descriptors: Foreign Countries, Social Development, Emotional Development, Interpersonal Competence
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Ke, Fengfeng; Moon, Jewoong; Sokolikj, Zlatko – Journal of Special Education Technology, 2022
In this study, the researchers explored the usage of a virtual reality (VR)-based social skills learning environment for children with autism spectrum disorder (ASD). Using OpenSimulator, the researchers constructed a desktop VR-based learning environment that supports social-oriented role-play, gaming, and design by children with ASD. Seven 10-14…
Descriptors: Computer Simulation, Autism, Pervasive Developmental Disorders, Social Development
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Frogner, Louise; Hellfeldt, Karin; Ångström, Anna-Karin; Andershed, Anna-Karin; Källström, Åsa; Fanti, Kostas A.; Andershed, Henrik – Early Education and Development, 2022
Research Findings: This study aimed to investigate the developmental path of social skills in early childhood, the associated predictors, and its impact on later school performance. This prospective longitudinal study included 2,121 children, ages 3-5 at baseline, from the general population in a mid-sized Swedish municipality. Results show both…
Descriptors: Interpersonal Competence, Social Development, Academic Achievement, Longitudinal Studies
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Emen Parlatan, Meltem; Sigirtmaç, Ayperi Dikici – Early Child Development and Care, 2022
This study aims to investigate the behaviors of young children in competitive games. A qualitative research design was used. Participants consisted of 14 children attending a kindergarten. In the process, children were involved in different types of competitive games. Sociometry was applied before the game procedure. The data obtained were…
Descriptors: Preschool Children, Games, Competition, Child Behavior
Schertz, Hannah H.; Liu, Xinyue; Odom, Samuel L.; Baggett, Kathleen M. – Autism: The International Journal of Research and Practice, 2022
How parents support social learning at the preverbal level for toddlers with autism is rarely reported, limiting the field's understanding of factors that may influence early development of social competency. As a central challenge in autism that is resistant to intervention, preverbal social initiating is an important indicator of social…
Descriptors: Toddlers, Autism Spectrum Disorders, Social Development, Parent Role
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McFayden, Tyler C.; Fok, Megan; Ollendick, Thomas H. – Journal of Autism and Developmental Disorders, 2022
The current study investigated the impact of birth order on vocabulary and social language development in 1338 first-born and 1049 s-born autistic youth (M age = 9.03 years, SD = 3.57; 86.4% male) from the Simons Simplex Collection. Frequentist and Bayesian analyses revealed mixed findings in language development. There were no differences in…
Descriptors: Birth Order, Language Acquisition, Autism, Pervasive Developmental Disorders
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Raulston, Tracy J.; Hansen, Sarah G. – TEACHING Exceptional Children, 2022
Children on the autism spectrum often experience difficulty generalizing social skills across environments and contexts, which can make developing friendships challenging in early childhood. This means that, in addition to initial social skills instruction, children with autism may need specialized supports to promote the generalization of newly…
Descriptors: Autism Spectrum Disorders, Play, Generalization, Interpersonal Competence
Reschke, Kathy; Tomcho, Margaret; Melis, Lizette; Skodje-Mack, Barbara; Boogaard, Claire O'Connell – ZERO TO THREE, 2022
Conversations with families about understanding and nurturing their young child's development can be both rewarding and challenging. In this article, two seasoned HealthySteps specialists and two HealthySteps physician champions were asked to reflect on this central aspect of their mission in serving infants, toddlers, and families and on what…
Descriptors: Caregivers, Child Rearing, Child Development, Infants
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