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The Impact of Prematurity on Social and Emotional Development

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.

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

This study aimed to investigate social emotional development of children through the views of mothers. The study is conducted by using mixed method. The quantitative part is designed in order to obtain the study group of the qualitative part of the study. 36-72 month old children who are going to a preschool in Mamak district of Ankara form the quantitative part and their mothers form the qualitative part of the study. Social emotional sub dimension of GECDA (Gazi Early Childhood Children Evaluation Tool) which is developed by Temel et al. (2005) is used and the volunteer mothers whose children have the highest and lowest scores in GECDA are included in the qualitative part of the study. For the qualitative part, the semi structured interview involves questions to obtain the view of mothers towards the support of social emotional development of their children.  The results put forward the awareness of mothers about the social and emotional development of their children.    Keywords: Social development, emotional development, socialization, mother child relationship.   

Dramatherapy has a long and established history of being practised with people with autism. It is seen as a positive intervention that facilitated emotional development, peer relationships and social skills, reducing anxiety through its structure and clear boundaries, and also helping to support the wider family and social system around the child. Lewis and Banerjee research the use of story in dramatherapy as a way to practise social skills as well as process personal experiences with regard to emotional, psychological and social development. Sherratt and Peter suggest that drama can support social and emotional development and that children with autism respond well to drama-play-based interventions. The National Autistic Society (NAS) describes autism as a spectrum disorder, encompassing people who are affected in different ways. People with autism, and parents, carers, professionals and researchers, are increasingly questioning and reframing the 'deficits' presented in diagnostic criteria and the impact this has on the lives and possibilities for people with autism.

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 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.

Much has been written about social and emotional learning (SEL) and its positive impact on young people's academic and life outcomes, yet most of this research is based in early childhood and elementary settings. SEL programming for adolescents has shown mixed results, with many programs proving to be largely ineffective or even showing slightly negative impacts for some youth. Adherence to scripted SEL curricula, or "fidelity" to the program components, is often seen by young people to be "lame", inauthentic, and condescending, failing to connect to the topics and issues that feel most critical to them in this stage of their development. For all students, and especially for those whose identities have been systematically marginalized or oppressed by the dominant culture, SEL programming that fails to explicitly address these experiences of injustice often feels inauthentic and out of touch for youth. Therefore, effective implementation of SEL for adolescents is likely to require skillful adaptation and responsiveness to the identities, interests, and motivations of students by educators. In this case, effective SEL may look less like fidelity to a specific set of scripts, sessions, or activities, but rather a commitment to the wholeness of a set of core principles, relationships, and opportunities for adolescent exploration and leadership/empowerment, or what we will call integrity of implementation. In this paper, we present one promising approach to adolescent social and emotional development - youth participatory action research (YPAR) - and the ways in which studying the YPAR process (in addition to the research topics selected by youth) can provide key insights into the social and emotional learning and development of youth.

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.

Developmental assessment is a process of collecting data and then analyzing it to determine the implementation of the assessment of the child's development that is experienced. A child's behavior in adjusting the norms that apply in their environment can be called social development. Emotional development is a condition in the form of feelings that are carried out through actions and create attitudes towards behavior. Social emotional development of early childhood is an ability in children where children can manage and express emotions accordingly. Children can explore with their environment, namely in interacting with their peers. This study aims to find out that teachers will play a role in the implementation of social emotional development assessments and efforts to foster social emotional development in children. In this study using qualitative methods. The results of the study show that the social emotional development of children is different. Research shows that assessments are carried out to see whether the socio-emotional development aspects of children have been achieved or not. This assessment process is an inseparable part of the learning process and is comprehensive (holistic) which includes all aspects of student development, both aspects of attitude, knowledge and skills. The implementation of the assessment of the development of RA Siti Khodijah Karangrowo Wonosalam Demak uses various assessment methods and techniques such as; assessment techniques of observation, conversation, anecdotal notes and specimen records, so that they have the skills to choose and use appropriately the methods and techniques that are considered most appropriate to the objectives and learning process, as well as the learning experience that has been determined.

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.

This research paper has discussed the effects of mother employment on the social behaviours, classroom interactions, and empathies development in South Punjab, Pakistan. Convenience sampling was used to recruit 200 mothers (N=200) all of whom had professional backgrounds (44 percent education, 25 percent medical field and 31 percent other fields). The social-emotional competencies of children were assessed with the help of the maternal reports with the help of the standardized measures that evaluated the social behaviour, interactions with the classmates, and empathy. Findings showed moderate levels of prosocial behaviour (M=2.17, SD=0.21), classroom interactions (M=2.23, SD=0.27) and manifestation of empathy (M=2.10, SD=0.25). The number of job hours and nature of the employment (public versus private sector) were found as important variables and the determinants of children developing socially and emotionally. The results indicate that the South Asian context of maternal employment and child development is a complex issue, and the employment status is not a leading factor that determines social-emotional outcomes of children. Rather, job quality, parental involvement and family dynamics are significant mediating factors. References Abbasi, E. A., Khurshid, D. R., & Zia, D. A. (2025). Effectiveness of play intervention on pre-school students' social emotional development as viewed from teachers' perspective in private sector schools of AJK. ACADEMIA International Journal for Social Sciences, 4(1), 305–317. https://doi.org/10.63056/ACAD.004.01.0073 Amir, T. S., & Kizilbash, S. (2024). Predicaments of married & single working mothers in Pakistan. Academy of Education and Social Sciences Review, 4(4), 505–515. https://doi.org/10.48112/aessr.v4i4.904 Arlianty, L., Setiawan, N., & Achdiani, Y. (2025). Single mother parenting in preschool children's social-emotional development. 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General Background Early childhood represents a critical period for the formation of social and emotional competencies that shape children’s behavior and future learning readiness. Specific Background Family environments and parenting practices play a central role in guiding children’s emotional regulation, cooperation, and social interaction. Knowledge Gap Despite numerous discussions on early childhood development, contextual evidence describing how different parenting patterns relate to children’s social emotional behavior in local settings remains limited. Aims This study aims to analyze the relationship between parental parenting patterns and the social emotional development of early childhood learners. Results Findings indicate that democratic and supportive parenting is associated with positive behaviors such as confidence, empathy, and cooperation, while inconsistent or permissive approaches correspond with lower emotional control and social difficulties. Novelty The study provides field-based qualitative insights that integrate observations, interviews, and documentation to portray parenting practices within a specific educational community. Implications The results suggest that strengthening parent involvement and informed caregiving practices can support balanced social emotional growth in early childhood education settings. Keywords: Parenting Patterns, Social Emotional Development, Early Childhood Education, Family Environment, Qualitative Study Key Findings Highlights: Supportive caregiving linked with cooperative and confident behaviors Inconsistent supervision associated with weaker emotional regulation Home practices aligned with classroom social readiness

This research examined the conditions under which codesigned approaches to educator professional learning in multilingual, birth to five settings were accessible and supportive of children’s social and emotional development across diverse types of Australian early childhood services. The research sites, in the suburbs of a capital city, comprised a long day childcare center, two short term informal community creches for birth to 5-year-old children of migrants and refugees attending English classes, and a family hub short term informal community creche for children of Afghan refugees. Professional learning mentors visited the participating sites eight times for 2 h every 2 weeks for 16 Weeks in 2021, demonstrating resources and strategies to assist young children to identify their own and others’ emotions and engage with social settings. Over 20 weeks, 97 participants provided data, commencing before and extending after the professional learning program. Participants included professional learning mentors, staff and volunteers, parents, and children via observation. Using Reggio Emilia principles, the research identified that professional learning, flexibly delivered over time, enabled educators and volunteers to build their social and emotional development knowledge, and to try resources and strategies with children in their care. Recruiting educators who shared children’s home or community languages, in addition to professional learning, supported multilingual children to engage with emotional literacy resources, while still developing spoken English. The research affirmed that educators, volunteers, parents, and children benefitted from a sustained focus on children’s social and emotional development in the early childhood education and care settings.

This chapter defines Asian and Latinx immigrant children in the United States and discusses the family structure and cultural values of these two groups as may be pertinent to these children's social and emotional development, and highlights some unique challenges for their social development. Despite the within-group heterogeneity, Asian immigrants share some common traditional cultural values, including a strong focus on connectedness and interdependence among family members, social harmony, filial piety, and obedience to elders that can be reflected in their family system, parent–child relationship, parenting practices, and children's social development. The Covid-19 pandemic posed significant challenges to the social development of US Asian and Latinx children. Children's basic understanding of ethnic identity further develop through interactions with their peers in various social contexts. The chapter concludes with some directions for future studies towards understanding and supporting the diverse experiences and social development of Asian and Latinx immigrant children in the United States.