Dramatherapy and Autism

One of the important tasks of preschool education institutions is to support children’s emotional development. Supporting emotional development enables the individual to have place in society as a social being by helping child acquire emotional skills important for everyday life human relationships. In this aspect, emotional skills have important role in social development. Since, development of many social skills and prevention of behavior problems depend on strengthening of the child’s emotional development. Insufficient acquisition of emotional skills lays a foundation for behavior problems observed especially during first and middle childhood periods. Helping children acquire emotional skills starting from preschool years and maintaining emotional skill education in following years will make a great contribution to child’s learning life and socialization. It is believed that this study will provide a basis for future studies focusing on children’s emotional skill development and for families’ and teachers’ daily life practices. For this reason, in this study, practices for developing preschool children’s emotional skills were focused and suggestions were made for teachers and families regarding the issue.

AimsThe early years have long been identified as a critical time in a child’s development. For children with developmental delay and disorders, early identification is essential to improved outcomes and...

This study investigated perceptions of teachers of children with autism spectrum disorder (ASD) on the importance of friendship development in comparison to other outcome priorities. Perceptions of teachers working in special classes were compared to those of teachers of mainstream classes. Friendship was rated of similar importance to social skills and emotional development, whereas intellectual and academic skills, physical skill and motor development, and creativity were rated of lower importance than friendship. When teachers were asked to force-rank priorities, friendship was third, preceded by emotional development and social skills. Special class teachers assigned higher ranks to learning outcomes that relate to the core deficits of ASD, namely social skills, friendship, and emotional development, as compared to mainstream class teachers. Furthermore, teachers prioritized friendship differently according to student levels of autistic symptomatology. When perceptions of teachers and parents were compared, both perceived social skills, emotional development, and friendship as the three most important outcomes. The implications of these findings for future educational service delivery are discussed.

The Impact of Prematurity on Social and Emotional Development

Children's emotional and social skill development plays a crucial role in their social adjustment and mental health. Studies show that parenting style strongly influences this process, not only directly on the child's behaviour, but also indirectly on their emotional and social skills through emotion regulation. In recent years, scholars have increasingly focused on the mediating role of emotion regulation in parenting styles and children's social skill development, in an attempt to further reveal how parenting styles facilitate or hinder the formation and development of children's social skills by influencing emotion regulation. Therefore, with a particular focus on the mediating role of emotion regulation skills, this study will examine the effects of parenting styles on the development of children's emotional and social skills. Analyzing the effects of various parenting styles on emotion regulation can deepen our understanding of how effective parenting strategies can promote the healthy development of children's emotional and social skills. The study found that authoritative parenting, characterized by warmth and support, positively influenced children's emotional and social skills by enhancing their emotion regulation abilities. On the other hand, authoritarian and neglectful parenting styles were linked to poorer emotion regulation, hindering the development of children's social skills.

Social and emotional learning (SEL) refers to the process through which individuals learn and apply a set of social, emotional, behavioral, and character skills required to succeed in schooling, the workplace, relationships, and citizenship. Different disciplines have produced a great many frameworks and organizational systems that describe and define social and emotional skills. Frameworks vary in the type of construct they aim to describe—from skills, behaviors, and attitudes to traits, strengths, and abilities. Those that focus on skills and competencies typically organize them into three categories. For example, Jones and Bouffard (2012) conceptualize skills as cognitive skills (e.g., executive function and self-regulation, problem solving), emotional skills (e.g., labeling, understanding, and regulating emotions), and social and interpersonal skills (e.g., perspective taking, conflict resolution). Decades of research in SEL demonstrates that social, emotional, and cognitive skills are linked to outcomes in both the short and long term, including learning, health, and general wellbeing. SEL research is grounded in three primary types of evidence, including (1) correlational evidence in which students are tracked over time and correlations among variables are examined; (2) multi-program studies and randomized trials of individual programs; and (3) studies focusing on variation in effects. Together, these three types of evidence provide a solid and consistent body of information about the impacts of social and emotional skills on later life outcomes, as well as how to develop and support individual students in classroom and school contexts. Social and emotional skills grow, and are fostered, in rich and supportive relationships and settings. Schools play a central role in social, emotional, and academic development. Given the substantial amount of time children spend in school interacting with peers and adults, early childhood educational settings and schools are a primary and critical context for intentionally and rigorously building and cultivating social and emotional skills. There now exists an array of tested interventions, programs, and approaches designed to cultivate social and emotional skills in rich and supportive classroom and school contexts. SEL programs in schools typically target a set of developmentally appropriate skills through teacher-led classrooms lessons using a variety of activities including direct instruction, breathing exercises, songs, and skill-building games. Innovations in SEL practice include efforts to identify evidence-based prevention kernels. Kernels are thought to represent the underlying "active ingredients" of a program or intervention, or the hypothesized core practices that generate changes in outcomes. Some researchers are beginning to identify and independently test social and emotional learning strategies, which may represent a promising alternative or supplement to traditional SEL programs.

The study was conducted in Dharwad taluk of Karnataka state during the year 2018-20 to know the effect of child temperament on social and emotional development. Total sample of 208 children of age between 3-6 years of children attending different ECCE centers in rural and urban areas of Dharwad taluk. The study investigated the following objectives: To assess the social and emotional development of rural and urban children and to know the influence of child temperament on social and emotional development of children in rural and urban areas. Transdisciplinary Play Based Assessment-2 tool was used to assess the social and emotional development of children. Early Childhood Behavior Questionnaire scale was used to measure temperament of children between the ages of 3 years to 7 years. The qualitative approach involved naturalistic observation method to document, analyze and study the impact of play-based activities on social and emotional development. Naturalistic observation was made during children involved in free play through video recording which was complemented with participant observation which included by taking field notes. Results revealed that majority of the children in both rural and urban anganwadi belonged to watch and concern category of social and emotional development. The significant association was found between dimensions of temperament (surgency and effortful control) and social and emotional development of children. There was significant difference between levels of child temperament and social and emotional development. The difference value explained that among children with low (18.06), moderate (23.58) and high (23.87) levels of surgency there as significant difference between levels of child temperament and social and emotional development. Where as in case effortful control there was significant difference between levels of child temperament and social and emotional development. Higher the effortful control higher the social and emotional development.

This activity aims to explore the influence of interactive technology on early childhood social and emotional development in early childhood education (ECED) settings. Interactive technologies such as tablets, learning apps and game-based educational devices are increasingly common in ECE classrooms. However, their impact on children's social and emotional development is still debated. This study used a quantitative survey approach with 50 children aged 4-6 years in ECD centers who had been using interactive technology for 6 months. The results of this activity show that interactive technology can have a positive influence on the development of children's social and emotional skills, provided that its use is directed and accompanied by teachers and parents. Children with moderate exposure to interactive technology showed improvements in their ability to interact with peers, as well as better emotional development in coping with frustration and understanding the feelings of others. However, there are also indications that excessive unaccompanied use may inhibit direct social interaction. Therefore, it is important to maintain a balance in the use of interactive technology in ECD to support children's optimal development.

The relations between fathers' and mothers' home literacy involvement at 24 months and children's cognitive and social emotional development in preschool were examined using a large sample of African American and Caucasian families (N = 5190) from the Early Childhood Longitudinal Study-Birth Cohort (ECLS-B). Hierarchical regression analyses revealed that both fathers' and mothers' home literacy involvement positively contributed to children's cognitive and social emotional development. Specifically, fathers and mothers who participated in more frequent home literacy involvement (e.g., shared book reading) had children with better reading, math, and social emotional outcomes (i.e., sustained attention and fewer negative behaviors) in preschool. Findings suggest that increasing family literacy involvement can have positive benefits for children's cognitive and social emotional skills during the developmentally important early childhood years.

The purpose of this study is to identify the current state of school-based after-school support in Japan and to evaluate programs providing such support, known as ‘After-school Classes for Children’. This study focuses on the impact of After-school Classes for Children on children’s everyday activities and their social and emotional development. The analyses were conducted based on data collected from questionnaire surveys targeted at elementary school children in Tokyo. The total number of children sampled was 5,307. The impact on children’s everyday activities and their social and emotional development were identified from data analysis. This study also developed a scale for measuring the impact of ‘After-school Classes for Children’ on children’s social and emotional development. Based on the results of analyses, it can be concluded that ‘After-school Classes for Children’, a program run by MEXT (the Ministry of Education, Culture, Sports, Science and Technology), is likely to contribute to the enhancement of the following two aspects of children’s social and emotional development: ‘Empathetic Understanding of Others’ and ‘Enhanced Interest and Ambition’. Keywords: School-based after-school activity, evaluation, impact on children, questionnaire survey, children’s everyday activities, social and emotional development ----- Bibliography: Kanefuji, Fuyuko: Evaluation of School-Based After-School Programs in Japan, IJREE, Vol. 3, Issue 1-2015, pp. 52-70. http://dx.doi.org/10.3224/ijree.v3i1.19581

The social and emotional development of early childhood is an important aspect in the formation of character and the ability to interact at subsequent stages of development. However, not all children receive optimal support from the family environment, especially in the form of parental involvement in the process of child care and education. This study aims to describe the role of parental involvement in developing the social and emotional abilities of children aged 5–6 years at TK Putra II Serang, Banten. This study employed a descriptive qualitative approach with data collection techniques through observation, interviews, and documentation. The research subjects included children aged 5–6 years in Group B2, parents, and teachers at TK Putra II Serang. Data analysis was carried out through the stages of data reduction, data display, and conclusion drawing based on the Miles and Huberman model. The results showed that parental involvement played an important role in children’s social and emotional development through the provision of emotional support, positive behavioral role modeling, and active participation in children’s daily activities. Children who received attention and assistance from their parents tended to have better self-confidence, better socialization skills, and more stable emotional regulation abilities. These findings emphasize that the active role of parents as educators, mentors, and role models influences the optimization of children’s social and emotional development. The implications of this study indicate the importance of increasing parental awareness and sustained involvement in supporting children’s development from an early age in order to achieve optimal social and emotional development.

This research aims to foster social emotional attitudes EMC2 (Emphaty, Mindfulness, Compassion, Critical Inquiry) and photograph the process of implementing approaches to psychological well-being in English language learning. By implementing EMC2, it is hoped that students can develop social and emotional skills that have a positive impact on their psychological well-being. The observation method was used to monitor students' social interactions and emotional responses during learning, while interviews were conducted to gain an in-depth view of students' experiences and perceptions of learning English using the EMC2 approach. The results showed that the EMC2 approach significantly improved students' social emotional attitudes and psychological well-being. Students show (1) increased self-confidence. (2) social interaction skills. (3) emotional management. This research contributes to the development of knowledge in the field of education by offering a new approach that is effective in improving psychological well-being through learning English. These findings can be used as a reference for educators in designing holistic learning programs and supporting students' social emotional development.

Background: Children in kindergarten are experiencing rapid growth and development. Supporting child development is not only the responsibility of the government but also the responsibility of parents, teachers and the surrounding community. Parents are expected to have a good understanding of the psychological child so that they can provide care and education that allows children to grow and develop according to their age. This study aims to determine the effect of parenting psychoeducation on the social and emotional development of pre-school children. Methods: This research used the method of "quasi experiment pre-post test with one group" with a total sample of 63 pre-school age children. Sampling was done using Non Randomized One Group Pretest Postest Design. Research data analysis was performed using SPSS version 23. Results: The results showed that preschool age children numbered 63 people consisting of 60.3% (38) people were male and the rest were female 39.7% (25). There was an increase in social development in preschool children whose parents received significantly higher parenting psychoeducation (p value 0,000) There was an increase in emotional development in pre-school children whose parents received significantly higher parenting psychoeducation (p value 0,000). Conclusion: The conclusion showed that there was a parenting psychoeducation effect on parents on social and emotional development of pre-school age children.
 Keywords: Psychoeducation, Social and Emotional Development, Pre School Children

Play is a fundamental aspect of childhood that contributes significantly to cognitive, emotional, and social development. This research explores how different types of play, such as free play, structured play, and imaginative play, influence children's problem-solving abilities, emotional regulation, and interpersonal skills. Additionally, it examines the role of caregivers and educators in facilitating meaningful play experiences.

The purpose of the 2018–20 study, which took place in the Karnataka state's Dharwad taluk, was to determine how children's social and emotional development was impacted by their socioeconomic status. The study's objectives were to evaluate the social and emotional development of children in both rural and urban locations, as well as to determine the impact of SES on these development factors. A total of 208 children aged between three and six years, comprising 104 from rural and 104 from urban areas, were chosen for the study. Children's social and emotional development was evaluated using the Transdiciplinary Play Based Assessment-2 instrument. The child's family's socioeconomic position was assessed using a Aggarwal Socio-economic status scale. A qualitative approach utilizing the naturalistic observation method was used to observe, analyze, and study the effects of play-based activities on social and emotional development. Naturalistic observations were produced by combining field notes from participant observation with video footage of kids playing in an unstructured manner. The findings showed that most kids in both urban and rural anganwadis were in the social and emotional development watch and worry category. The social and emotional development of children was shown to be significantly correlated with their socioeconomic level. According to the statistical analysis, preschoolers in both rural and urban areas showed a substantial relationship and difference. In both rural and urban settings, children from lower middle class families scored lower on social and emotional development and related domains than did children from upper middle class families.