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Emotional and social development in childhood
... In concert with the above views of social and emotional competence, there is an interdependency between the two competence fields. Denham et al. (2002) argue that the interpersonal function of emotion is central to other aspects of emotional competence. Meanwhile, social interactions and relationships are regulated by emotional processes (Halberstadt, Denham, & Dunsmore, 2001). ...
... Emotional components are regarded as the causes as well as the effects created in a relationship. As such, the two competences are intimately intertwined (Denham et al., 2002;Halberstadt et al., 2001). It is, apparently, an easy imagination of the eternal co-existent of social and emotional factors in every normal life communication or relationship. ...
It analyzes and draws conclusions about the shifts in social and emotional competence conceptualization from separate abilities to multi-faceted constructs. It further describes the divergent approaches in developing social and emotional competence in schools in which Social and emotional education plays an ultimate school-wide approach broadened from social and emotional learning.
... Friendship is a crucial and beneficial component in the lives of children, teenagers, and younger adults (Rubin & McDonald, 2018). It is rather unnatural to separate the differential effects of parents, siblings, classmates, and companions because most youngsters are involved in each of these interactions (Denham et al., 2002). The presence of social bonds has a higher positive impact on psychological and physiological health, contributing to an individual's total well-being; nevertheless, the absence of social interactions increases the chance of psychological discomfort, loneliness, and lack of attention. ...
The development of social bonds helps to keep the social fabric of society intact. However, The Covid-19 outbreak has caused mayhem on social relationships and has changed the manner individuals interact with one another. Face-to-face communications were typically limited to primary members amid the apex of Covid-19 restrictions because some 'weak' ties were lost, and connections grew more confined to those closest. The case study approach was used in this qualitative work to understand students' perceptions of many facets of social relationships (family, relatives, teachers, classmates, coworkers, friends, and strangers) and how the Covid-19 Pandemic affects their interpersonal relationships. Six Post graduate students at Kashmir University participated in the study and were purposively selected and interviewed. The data for this study was collected by semi-structured interviews. The face-to-face interview with PG students at Kashmir University lasted up for forty-five minutes per student focused on the individuals’ stories and interpretations of their viewpoints about social relationships and experience of change in social relationships brought about by the Covid-19 outbreak. The results of this research lead to the conclusion that the existence of social ties has a great beneficial influence on psychological and physiological health, adding to an individual's overall well-being, but the lack of social relationships increases the likelihood of psychological discomfort. Social relationships provide freedom of self-disclosure to expose one's personal difficulties and feelings. The loss of in-person interactions as a result of the Covid 19 outbreak, as well as the total shift to virtual connections, had been a major difficulty. Increased virtual relations has created societal chaos and diminished value system. A significant drift in norms of interaction has been found.
... Emotional warmth and acceptance play the most critical role in the generation path of self-reliance behaviors. In most cases, compared with the emotional experience between father and son, mother and child is more intimate (Denham et al., 2002). Chinese mother is able to take the primary parenting responsibility, and children talk more frequently about their emotions with their mother. ...
The present study explored a model of the interplay between mother’s parental psychological flexibility of Chinese primary school students (grade 3–6) and self-reliance behaviors, as well as whether resilience mediates this association. Participants were N = 497 children attending three primary schools in Jiangsu Province (N = 240, Mage = 10.51 years, SD = 3.60; 47.6% boys) and two primary schools in Fujian Province (N = 257, Mage = 10.92 years, SD = 3.31; 45.3% boys), People’s Republic of China. Assessments were employed, with children rating their mother’s parental psychological flexibility, as well as their own resilience and self-reliance behaviors. Results indicated that there was a significant positive correlation between mother’s parental psychological flexibility of Chinese primary school students (grades 3–6), resilience, and self-reliance behaviors. Moreover, resilience played a complete mediating role between mother’s parental psychological flexibility and self-reliance behaviors; the mediating effect of goal focus and emotional control (two subfactors of resilience) between mother’s parental psychological flexibility and self-reliance behaviors was significant, while the mediating effect of positive thinking, family support, and interpersonal assistance (the other three subfactors of resilience) was insignificant. The findings understress the importance of considering the meaning and implication of mother’s parental psychological flexibility and resilience in Chinese culture.
This paper is an attempt to develop and validate the Emotional Competence Scale (ECS) in order to assess the emotional competence of upper primary school students. This review was done to find the dimensions that measure emotional competence. The dimensions are classified into two broad categories, such as personal competence and social competence. Personal competence includes self-awareness, emotional awareness, emotional regulation, responsible decision-making, and trust in expressivity. Social competence includes social awareness, social skills, and relationship management. The ECS was constructed to measure emotional competence across personal and social dimensions. The scale underwent rigorous development stages, including item collection, expert validation, piloting, item analysis, and refinement. The final ECS comprised 14 items with a five-point Likert scale for responses. Reliability analysis using Cronbach's alpha and split-half reliability demonstrated high internal consistency (α = 0.70, split-half reliability = 0.77). Face and content validity were established through expert evaluations, confirming the scale's appropriateness for measuring emotional competence in upper primary school students.
Bu çalışmanın amacı okul öncesi dönemde baba kişiliği, babalık rolü algısı ve çocukların sosyal davranışları arasındaki ilişkinin ve bu ilişkide baba katılımının aracı rolünün incelenmesidir. Çalışmada veri toplama aracı olarak, Babalık Rolü Algı Ölçeği, Baba Katılım Ölçeği, Beş Faktör Kişilik Ölçeği ve Demografik Bilgi Formu kullanılmıştır. Çalışma kapsamında toplanan veriler 2021-2022 yılının güz döneminde Google forms üzerinden çevrimiçi ölçekler vasıtasıyla elde edilmiştir. Betimsel araştırmaların türlerinden olan tarama modelinin seçildiği bu çalışmada ilişkisel desen ve tarama deseni tercih edilmiştir. Çalışmada ulaşılan veriler AMOS 23 ve SPSS 26 programları aracılığıyla analiz edilmiştir. Araştırmanın çalışma grubunu Türkiye’de yaşayan 3-6 yaş aralığında çocuğu olan 504 baba oluşturmaktadır. Araştırma elde edilen sonuçlara göre baba katılımı babanın kişilik özelliklerinden deneyime açıklık ve dışadönüklük yalnızca çocuğun kaygı-geri çekilme için anlamlı bir aracılık rolü göstermektedir. Babanın kişilik özelliklerinden nörotizm için ise baba katılımımın çocuğun öfke-agresyon, kaygı-geri çekilme ve sosyal yetkinlik düzeylerinin üçü için de anlamlı bir aracı olduğu görülmüştür. Babanın kişilik özellikleri, modern babalık rolü algısı, çocuğun sosyal davranışları ve baba katılımı arasındaki doğrudan ilişkiler bulgular bölümünde ayrıntılı olarak sunulmuştur. Araştırma da ulaşılan bir diğer sonuçta baba katılımının modern babalık rolü algısı ile çocuğun öfke-agresyon, kaygı-geri çekilme ve sosyal yetkinlik düzeyleri arasındaki ilişkide anlamlı bir aracılık rolü olduğudur. Modern babalık rolü algısı baba katılımını pozitif bir biçimde yordamaktadır. Ayrıca modern babalık rolü algısı çocuğun öfke-agresyon ve kaygı-geri çekilme düzeylerini negatif bir biçimde yordarken, sosyal yetkinlik düzeyini ise pozitif bir biçimde yordamaktadır.
The two main areas of focus in this paper are (a) the intense relationship between music and emotions and (b) the increasing interest in emotions in education and in many fields of social life over recent years. It is suggested that music could be used in music education and in general education in relation to emotional education. This is not a new idea but should be critically rethought in relation to the aims of emotional education as well as reflecting on the main way in which it conceals the social roots and power relations in the experience and expression of emotions. The basis of this consideration is a brief review of the study of the history of emotions so that emphasis is given to the fact that emotions are also a social product. It is the hope that by at least moving into the field of music education and making some proposals, teachers and students will be able to gain more free space to experience and express emotions.
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Social and emotional competences are the cornerstone of student health and academic achievement, and an important predictor of individual school engagement, educational achievement, career achievement, health and well-being. It is necessary for universities to understand the general situation of university students' social and emotional competences, conduct needs assessment, and then design social and emotional learning courses that suit students' needs. This study aimed to understand the current situation of university students' social and emotional competences and analyze whether their social and emotional competences were different due to background factors (degree of self-assessed success, gender, grade and academic achievement), in order to highlight the differences in the needs of university students in social emotional learning, as a reference for universities to design social-emotional learning courses for university students. In this study, students from a public university in northern Taiwan were selected as the subjects. Convenience sampling was used to conduct an anonymous online survey using the "Social and Emotional Competences and Student Engagement in Youth" questionnaire, using 6-point and 3-point scales, respectively. The questionnaires were administered from April to June 2020. A total of 229 questionnaires were collected, of which 179 were valid. This article only presents the survey part of "social and emotional competences", including emotion perception and understanding (PU), emotion expression and labeling (EL), emotion management and regulation (MR), and prosocial behavior (PB), and used descriptive statistics to understand the current situation; to understand the difference by t test, one-way ANOVA and Duncan post hoc comparison. This study found that university students' social and emotional competences were all at or above the average level, but emotional expression and recognition (EL) was a weaker part; social and emotional competences differed due to different self-assessed successes and academic achievements, but no gender and grade differences were found. This study concluded with conclusions and recommendations for future research and university practices to promote social and emotional learning courses and activities.
The literature establishes that a child's language development begins before birth and precedes to the beginning of formal education. For this reason, the first place of learning is the home, under the guidance of parents and family. Therefore, on entering a school system, a young child already has a base of knowledge and can communicate competently in many ways. However, often the child's communicative competence in some aspects contrasts with the standards of school culture. This chapter sets out to highlight the importance of incorporating children's home languages into their formal learning environment during the first eight years of life. Further the chapter underscores the need to maximize the learning process, while respecting learners' cultural and personal identities, learners and their parents and guardians must be able to understand the significance of language for communication. Accordingly, providing a quality early learning experience must include accepting, embracing, and valuing each learner's home language.
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