Relevant bibliographies by topics / Emotional Development of children

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Emotional Development of children'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Emotional Development of children"

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Koval, O. A. "Relationship Between the Psychological Development of Preschool Children with Speech Pathology and the Level of Development of Emotional Intelligence." Клиническая и специальная психология 9, no. 1 (2020): 142–68. http://dx.doi.org/10.17759/cpse.2020090108.

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The article reveals the features of emotional and cognitive development of preschool children with speech pathology, and their relationship with the level of development of emotional intelligence of parents. The relevance is caused by a marked increase in the number of children with speech pathology and insufficient study of the problem. The study involved 79 child-parent pairs, of which 51 children aged 4-5 years have speech disorders, and 28 children of the same age range are characterized by normative speech development. Found that children of the experimental sample statistically significant differ from their peers in the control group in the development of both cognitive and emotional spheres. The connections between the development of cognitive and emotional spheres of preschool children and the level of development of emotional intelligence of parents, as well as the style of emotional education implemented by them, are revealed. Parents of children in the experimental group have significant differences in the level of development of such components of emotional intelligence as interpersonal and intrapersonal emotion management, control of external manifestations of emotions, integrative indicators of interpersonal emotional intelligence and emotion management. Parents of preschoolers with speech pathologies are more likely to implement a disapproving style of emotional education, do not show interest in forming a child's ideas about emotions.
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Lapteva, Ju A., and I. S. Morozova. "EMOTIONAL DEVELOPMENT OF PRESCHOOL CHILDREN." Bulletin of Kemerovo State University, no. 3 (July 28, 2016): 51–55. http://dx.doi.org/10.21603/2078-8975-2016-3-51-55.

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The paper analyzes the current state of the emotional development of children of preschool age within the framework of national studies. Emotional growth is considered to be a significant regulator of the most important life functions and a factor in the formation of a complex system of emotional attitude of a preschool child. On the basis of theoretical generalizations of various research positions three interrelated areas of emotional development during the preschool years were identified: emotional expressiveness, emotional regulation of behavior and communication, the development of social emotions. The appearance of growths of the emotional sphere of a preschool child is shown: the ability to differentiate and identify signs expressing their values in the context of certain emotional states; development of empathy; the capacity for emotional anticipation. The results of theoretical generalizations are presented in the authors’ model of emotional development of children of preschool age. In conclusion, the connection of key growths of emotional sphere, the nature of the socially important relations in the space of a kindergarten with a sense of emotional (psychological) comfort of the child is displayed.
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Berlibayeva, M. "Basic techniques and methods of developing emotional intelligence in preschool children." Pedagogy and Psychology 46, no. 1 (March 31, 2021): 176–85. http://dx.doi.org/10.51889/2021-1.2077-6861.24.

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This article is devoted to the disclosure of the basic techniques and techniques for the development of emotional intelligence in preschool children. The work substantiates the need for the development of emotional intelligence in preschool children, its importance for the successful socialization of the child's personality. The author notes that the emotional intelligence of preschool children is a type of intelligence responsible for the child's recognition of his own emotions and the emotions of the people around him, as well as for controlling, managing his emotions and for influencing the emotions of other people. According to the author, at present, the number of preschool children with emotional instability has increased: aggressive, angry, conflict, which is why it is necessary to develop emotional intelligence at this age, but, unfortunately, many educators and parents do not pay due attention to this issue. Emotional intelligence is not an innate personality trait; the development of emotional intelligence is carried out in stages. At the first stage, emotion is perceived – this is the child's recognition of his emotions and the emotions of other people. At the second stage – understanding emotion – the ability to determine the reasons for the appearance of a particular emotion in oneself and in the people around him, establishing a connection between emotions and thoughts. At the third stage – managing emotions – the ability to suppress emotions, awaken and direct own and others' emotions to achieve goals. At the fourth stage – using emotions to stimulate thinking – awakening creativity in oneself, activating the brain with the help of one's own emotions. The article discusses various techniques and techniques for the development of emotional intelligence in preschool children.
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Obukhov, A. "Emotional development of children." Chelovek 30, no. 3 (June 2019): 96–106. http://dx.doi.org/10.31857/s023620070005382-7.

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Denham, Susanne Ayers, and Hideko Hamada Bassett. "Early childhood teachers’ socialization of children’s emotional competence." Journal of Research in Innovative Teaching & Learning 12, no. 2 (August 14, 2019): 133–50. http://dx.doi.org/10.1108/jrit-01-2019-0007.

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Purpose Emotional competence supports preschoolers’ social relationships and school success. Parents’ emotions and reactions to preschoolers’ emotions can help them become emotionally competent, but scant research corroborates this role for preschool teachers. Expected outcomes included: teachers’ emotion socialization behaviors functioning most often like parents’ in contributing to emotional competence, with potential moderation by socioeconomic risk. This paper aims to discuss this issue. Design/methodology/approach Participants included 80 teachers and 312 preschoolers experiencing either little economic difficulty or socioeconomic risk. Children’s emotionally negative/dysregulated, emotionally regulated/productive and emotionally positive/prosocial behaviors were observed, and their emotion knowledge was assessed in Fall and Spring. Teachers’ emotions and supportive, nonsupportive and positively emotionally responsive reactions to children’s emotions were observed during Winter. Hierarchical linear models used teacher emotions or teacher reactions, risk and their interactions as predictors, controlling for child age, gender and premeasures. Findings Some results resembled those parents’: positive emotional environments supported children’s emotion knowledge; lack of nonsupportive reactions facilitated positivity/prosociality. Others were unique to preschool classroom environments (e.g. teachers’ anger contributed to children’s emotion regulation/productive involvement; nonsupportiveness predicted less emotional negativity/dysregulation). Finally, several were specific to children experiencing socioeconomic risk: supportive and nonsupportive reactions, as well as tender emotions, had unique, but culturally/contextually explainable, meanings in their classrooms. Research limitations/implications Applications to teacher professional development, and both limitations and suggestions for future research are considered. Originality/value This study is among the first to examine how teachers contribute to the development of preschoolers’ emotional competence, a crucial set of skills for life success.
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Pawl, Jeree H. "Emotional Development in Young Children." Journal of Developmental & Behavioral Pediatrics 20, no. 4 (August 1999): 295–96. http://dx.doi.org/10.1097/00004703-199908000-00014.

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Hafizoglu, Gokce, Mudriye Yildiz Bicakci, and Suhenda Er. "An outlook on social emotional development of children through mothers’ views." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 4 (November 6, 2017): 81–91. http://dx.doi.org/10.18844/prosoc.v4i4.2598.

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Хворова, Екатерина. "Когнитивно-культурные, индивидуально-психологические и возрастные особенности способности к распознаванию эмоций." Problemy Wczesnej Edukacji 32, no. 1 (March 31, 2016): 126–29. http://dx.doi.org/10.5604/01.3001.0008.5641.

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This article describes the features of the development of the emotional sphere. It emphasizes the importance of the primary school age in the development of certain components of emotional intelligence, one of which is the ability to recognize emotions. In the early school years, children are able to understand emotions, but mostly with the help of their own emotional experience and/ or according to the situations they are used to experiencing, they mostly rely on the context of the situation, and, as we know, it does not always work correctly: different people in the same situations may experience completely different emotions. Few children are able to establish the reasons that caused other people emotions. Besides, one of the components of emotional intelligence is the ability to control one’s own emotions. Emotion regulation becomes available for children after the socialization associated with the first years at school. Child development is partly determined by the process of socialization, which determines specific cognitive representations of emotions, so called emotional prototypes. Also the culture in which the child grows up has effects on the process of emotion recognition and expression, so, for example, in the individualistic culture emotional expression and recognition is encouraged, and in collectivist cultures, there are certain rules of emotional expression fixing in which situations and to what extent the expression of emotions is permissible.
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SHIPMAN, KIMBERLY L., and JANICE ZEMAN. "Socialization of children's emotion regulation in mother–child dyads: A developmental psychopathology perspective." Development and Psychopathology 13, no. 2 (May 16, 2001): 317–36. http://dx.doi.org/10.1017/s0954579401002073.

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This study investigated the socialization of children's emotion regulation in 25 physically maltreating and 25 nonmaltreating mother–child dyads. Maltreating mothers and their 6- to 12-year-old children were recruited from two parenting programs affiliated with Children's Protective Services with a control group matched on race, SES, child gender, and child age. Children and their mothers were interviewed individually about their (a) management of emotional expression, (b) strategies for coping with emotional arousal, and (c) anticipated consequences following emotional displays. Compared to controls, maltreated children expected less maternal support in response to their emotional displays, reported being less likely to display emotions to their mothers, and generated fewer effective coping strategies for anger. Maltreating mothers indicated less understanding of children's emotional displays and fewer effective strategies for helping children to cope with emotionally arousing situations than nonmaltreating mothers. Further, findings indicated that maternal socialization practices (e.g., providing support in response to children's emotional display, generating effective coping strategies for their child) mediate the relation between child maltreatment and children's regulation of emotional expression and emotional arousal. These findings suggest that children's emotion regulation strategies are influenced by their relationship with their social environment (e.g., physically maltreating, nonmaltreating) and that the experience of a physically maltreating relationship may interfere with children's emotional development.
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Pope, Debbie J., Hannah Butler, and Pamela Qualter. "Emotional Understanding and Color-Emotion Associations in Children Aged 7-8 Years." Child Development Research 2012 (December 17, 2012): 1–9. http://dx.doi.org/10.1155/2012/975670.

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An understanding of the development of emotional knowledge can help us determine how children perceive and interpret their surroundings and color-emotion associations are one measure of the expression of a child’s emotional interpretations. Emotional understanding and color-emotion associations were examined in a sample of UK school children, aged 7-8 years. Forty primary school children (mean age = 7.38; SD = 0.49) were administered color assessment and emotional understanding tasks, and an expressive vocabulary test. Results identified significant gender differences with girls providing more appropriate and higher quality expressions of emotional understanding than boys. Children were more able to link color to positive rather than negative emotions and significant gender differences in specific color preferences were observed. The implications of adult misinterpretations of color-emotion associations in young children are discussed.
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Dissertations / Theses on the topic "Emotional Development of children"

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Harris, Lori Gayle. "Social-Emotional Development in Children with Hearing Loss." UKnowledge, 2014. http://uknowledge.uky.edu/commdisorders_etds/4.

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Many positive outcomes have been documented for children with hearing loss utilizing current treatment approaches such as early identification and intervention, including appropriately fit sensory devices and communication modes that focus on listening and spoken language. However, challenges related to social-emotional development have been widely observed. The development of communication skills in children with hearing loss is impacted by many factors, including the degree of hearing loss, the child's age at onset and identification, the presence of other disabilities, and when the child receives intervention. While there are a variety of therapeutic options available for children with hearing loss to develop communication skills, listening and spoken language is of particular interest to parents with normal hearing. In addition to affecting social competence and participation, problems with social-emotional development are linked to poor academic performance. This study examined the social-emotional development of a small group of young children who communicated using listening and spoken language as measured by parent and caregiver report. Three psychosocial scales were used to evaluate the children's social-emotional development in comparison to peers. These results were analyzed within the context of other demographic variables. One of the five children was identified as facing problems with social-emotional development.
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Preedy, Pat. "Are multiple birth children different from singletons? : meeting the educational needs of multiple birth children upon school entry." Thesis, University of Birmingham, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.274307.

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Cannell-Cordier, Amy Lynn. "The Role of Emotional Support Consistency and Child Risk Factors in Predicting Pre-K Cognitive and Social-Emotional Development." PDXScholar, 2015. https://pdxscholar.library.pdx.edu/open_access_etds/2366.

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The quality of children's daily experiences in preschool classrooms is predictive of their school readiness and later achievement (Duncan et al., 2007; La Paro & Pianta, 2000). One particularly important aspect of these experiences is the quality of emotional support provided by teachers and peers in the classroom (Hamre & Pianta, 2005; Howes et al., 2008; Mashburn, 2008; National Center on Quality Teaching and Learning, 2012). Traditionally, emotional support quality has been calculated as the average of ratings taken across the school year and is meant to represent children's average daily experience, without regard to any variability which exists within the ratings over time. The bioecological model of development (Bronfenbrenner & Morris, 1998; 2006) points out the necessity of considering in what ways learning experiences occur over time when drawing links between children's daily lives and later outcomes. In addition, attachment theory (Bowlby, 1973; Ainsworth, 1979) highlights the foundational nature of caregivers' consistency of emotional responses over time in helping young children develop skills and competencies. This study continues a line of research focused on investigating the stability of high-quality interactions as a possible mechanism through which children's optimal cognitive and social-emotional development occurs in preschool classrooms (Curby, Brock, & Hamre, 2013; Curby et al., 2011; Zinsser, Bailey, Curby, Denham, & Bassett, 2013). The current study examined the role of children's socioeconomic and behavioral risk factors, teachers' mean emotional support, and teachers' emotional support consistency in predicting children's cognitive and social-emotional development in preschool. Children's socioeconomic and behavioral risk factors (socioeconomic status, gender, age, race, ethnicity, English Language Learner status, and self-regulation) negatively predicted both baseline scores and development over the course of the year on the cognitive measures (early math and language and literacy). Low levels of teacher-rated student self-regulation at the beginning of the year significantly negatively predicted baseline scores and development on all academic and social-emotional measures. Contrary to most previous research, teachers' mean emotional support was not found to be a significant contributor to children's development when considered with child risk factors, except in the case of receptive vocabulary. The consistency of teachers' emotional support, however, was predictive of several measures of children's development of academic skills when controlling for child risk factors. A significant interaction between English Language Learner status and emotional support consistency was found in predicting development of expressive vocabulary skills. Multilevel models combining child characteristics, mean emotional support, and emotional support consistency suggest that child risk factors and emotional support consistency predict language and literacy development, above and beyond mean emotional support. Follow-up analyses also suggest that, under conditions of relatively high emotional support, consistency is especially important in predicting children's development of cognitive and social-emotional skills.
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Khan, Rifat Abbas. "The Effects of an Emotional Competency Program on the Development of Emotional Capital in Primary School Children." Thesis, Montpellier 3, 2012. http://www.theses.fr/2012MON30020.

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Pour développer le capital émotionnel, le domaine de l'éducation a besoin des programmes globaux qui pourraient former des individus sains, équilibrés, compétitifs, et capables à apporter le progrès, la paix et la prospérité à la société. Il y a aujourd’hui un besoin urgent de former des individus sains, équilibrés et équipés de compétences émotionnelles, personnelles et sociales pour faire face, dans un premier temps à des problèmes émotionnels, personnels, psychologiques, et socio-économiques, et afin de répondre, dans un deuxième temps, aux exigences du contexte social tout en prenant en compte les futurs défis. Le but de cette recherche était d'étudier les effets d'un programme de formation des compétences émotionnelles sur le développement du capital émotionnel des enfants des écoles primaires au Pakistan
The purpose of this research was to study the effects of an Emotional Competency Training Program, based on two conceptual models of Mayer & Salovey Model of EI and Goleman model of EI and one action model of Six Seconds Model of EI, on the development of emotional capital of primary school children in Pakistan. The sample of the study was the 4th class students from Amanat Memorial High School in Lahore, Pakistan. The class of 32 students was randomly divided into 16 students for experimental group and 16 for the control group. Different students from both groups could not participate in post-test or follow up and finally the 9 students for each group were included in the final data analysis of this research. The research had a pretest-posttest design with a control group and a follow up after the two month from posttest phase. The data was analyzed statistically by using the multivariate repeated measures analysis of variance technique with SPSS software. The results of the research demonstrate that the experimental group significantly increased the emotional capital scores at post-test phase as compared to the control group’s mean scores. While the experimental group, compared to control group, sustained this development up to the follow-up phase two months after the post-program phase
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Richardson, Sharon Mary. "Life events and emotional development in northwest Florida elementary school children." [Pensacola, Fla.] : University of West Florida, 2005. http://purl.fcla.edu/fcla/etd/WFE0000032.

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McAuley, M. Colette. "Children in long term foster care : emotional, social and psychological development." Thesis, Queen's University Belfast, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.324834.

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Passarelli, Rebecca E. "The Measure of Social and Emotional Competence in Children (MSECC): An open-source, stakeholder-informed, and strength-based assessment tool for social and emotional competence in children." Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1594293390441975.

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Conradt, Travis W. "Children’s Suggestibility for a Happy, Sad, or Angry Event after a One-week Delay." University of Toledo / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1320353844.

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Kralj, S. (Sara). "Cognitive-emotional interplay:implications for children’s development of self-aware emotion regulation as the last developmental phase of emotional intelligence." Bachelor's thesis, University of Oulu, 2016. http://urn.fi/URN:NBN:fi:oulu-201606042303.

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Cognitive and emotional developmental trajectories account for individual differences in children. Individual variations of emotional intelligence may be a result of various factors. For the purpose of this work children’s development of emotional intelligence is examined through individual developmental aspect related to development of cognition and emotion. The ability to be aware of own emotions and emotions of others and being able to regulate own emotions facilitates the highest developmental levels of emotional intelligence. Therefore this work employs emotional intelligence and self-aware emotion regulation as concepts of interchangeable meaning. The developmental courses of emotion and cognition are inter-related to an extent at which it is unrealistic to categorize them into separate developmental processes. This thesis focuses on multilevel interplay between emotion and cognition in the course of their development. The theories by LeDoux and Levental are integrated to provide a comprehensive theory of interplay between emotion and cognition in children’s development. While consensus exists about emotional and cognitive development exerting influence over enhancement of emotional intelligence, there is little evidence of how exactly the enhancement is enabled. The structural overview of the emotion-cognition interplay aims at filling the literature gap by recognizing processes which may account for the development of emotional intelligence in children. This thesis provides implications for the development of emotional intelligence by integrating the levels of emotional awareness model with model of emotional intelligence as an ability. Increasingly more complex mental representations of past events with emotional content enable advancement of emotional awareness. Therefore processing of emotional information shifts from implicit to explicit which enables employment of cognitive function when dealing with emotional information. As a result of acquired ability of reasoning about emotions child is not only aware of own emotions and emotions of others, but is also able to regulate own emotions according to specific social situations. Self-aware emotion regulation is thereof possible result of cognitive-emotional development and a facilitator for highest levels of emotional intelligence in children.
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Toran, Hasnah. "Early identification of social-emotional competence among young children in Malaysia /." view abstract or download file of text, 2007. http://proquest.umi.com/pqdweb?did=1335363481&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of Oregon, 2007.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 151-159). Also available for download via the World Wide Web; free to University of Oregon users.
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Books on the topic "Emotional Development of children"

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Emotional development in young children. New York: Guilford Press, 1998.

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Ensing, Jean. Children Learning: Personal, social and emotional development. Walton on Thames: Spencer, 2002.

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Ensing, Jean. Children learning: Personal, social and emotional development. Walton on Thames: Spencer Publications, 2002.

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The emotional development of young children: Building an emotion-centered curriculum. New York: Teachers College Press, 1994.

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The emotional development of young children: Building an emotion-centered curriculum. 2nd ed. New York: Teachers College Press, 2004.

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Maslin, Mirabelle. Infants and children: An introduction to emotional development. Roslin, Midlothian: Augur Press, 2013.

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Neihart, Maureen, Steven I. Pfeiffer, and Tracy L. Cross. the Social and Emotional Development of Gifted Children. 2nd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003238928.

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The development of emotional intelligence: A case study. Hove: Routledge, 2012.

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Gowen, Jean Wixson. Enhancing early emotional development: Guiding parents of young children. Baltimore, Md: P.H. Brookes Pub. Co., 2002.

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Brennan, Nebrig Judith, ed. Enhancing early emotional development: Guiding parents of young children. Baltimore, Md: P.H. Brookes Pub. Co., 2002.

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Book chapters on the topic "Emotional Development of children"

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Siegler, Robert, Judy DeLoache, Nancy Eisenberg, Jenny Saffran, and Campbell Leaper. "Emotional Development." In How Children Develop, 383–424. New York: Macmillan Learning, 2014. http://dx.doi.org/10.1007/978-1-319-17494-1_10.

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Hopper, Linda. "Emotional Development." In Counselling and Psychotherapy with Children and Adolescents, 12–38. London: Macmillan Education UK, 2007. http://dx.doi.org/10.1007/978-1-137-05550-7_2.

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Savina, Elena, Caroline Fulton, and Christina Beaton. "Emotional Development of Children." In Training Teachers in Emotional Intelligence, 58–71. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003219774-6.

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Hobbs, Sandy, and Jim McKechnie. "Social and Emotional Development." In Working with Children and Families, 53–60. London: Macmillan Education UK, 2012. http://dx.doi.org/10.1007/978-0-230-34434-1_5.

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Cicchetti, Dante, and Rowena Ng. "Emotional Development in Maltreated Children." In Contributions to Human Development, 29–41. Basel: S. KARGER AG, 2013. http://dx.doi.org/10.1159/000354349.

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Emde, Robert N., and M. Ann Easterbrooks. "Assessing Emotional Availability in Early Development." In Early Identification of Children at Risk, 79–101. Boston, MA: Springer US, 1985. http://dx.doi.org/10.1007/978-1-4899-0536-9_5.

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Dixson, Dante D., and Frank C. Worrell. "Identity Development in Gifted Children." In the Social and Emotional Development of Gifted Children, 55–64. 2nd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003238928-6.

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Peterson, Jean Sunde. "Gifted Children and Bullying." In the Social and Emotional Development of Gifted Children, 131–41. 2nd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003238928-13.

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Liu, Xin, Xiumin Hong, Wanzhen Feng, Xiaowei Li, Xinghua Wang, and Yuejuan Pan. "Analysis of Infants’ Emotional Development." In Research on the Development and Education of 0-3-Year-Old Children in China, 97–124. Berlin, Heidelberg: Springer Berlin Heidelberg, 2019. http://dx.doi.org/10.1007/978-3-662-59755-2_6.

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Freeman, Joan, and Rhoda Myra Garces-Bacsal. "Gender Differences in Gifted Children." In the Social and Emotional Development of Gifted Children, 17–28. 2nd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003238928-3.

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Conference papers on the topic "Emotional Development of children"

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J. Ryu, Sarah, Jonathan M. Tan, and Donghee Yvette Wohn. "Dot's World: An Emotional Development Support Platform for Children." In IDC '21: Interaction Design and Children. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3459990.3465198.

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Shestakova, Svetlana V. "Technologies of correctional and pedagogical work on the emotional development of children with autism spectrum disorders: analysis of advantages and disadvantages." In Особый ребенок: Обучение, воспитание, развитие. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-474-3-2021-244-252.

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This article summarizes the existing experience of correctional work on the emotional development of children with ASD. The author examines modern approaches to the development of emotions that children have, gives a list of the main techniques and technologies and highlights their advantages and disadvantages.
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Mukhina, T. A., and S. Y. Shalova. "Preschool children play as the tool of selfregulation developmment." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.907.917.

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The article touches upon the issue of self-regulation development in preschool children. Play is one of the effective means in development of children’s selfregulatory skills. The aim of the study is to determinate playing conditions conducive to the development of self-regulation in preschoolers. The problem analysis method was used, as well as the modeling method during the study. We have analyzed the scientific works of native and foreign researchers on the issues of children’s play (A. Ivrendi, D. B Elkonin, E. Danniels, etc.) and mental states and self-regulation (V. N. Myasishchev, N. D. Levitov, A. O. Prokhorov and others). Based on the analysis, the study substantiates the need to teach the child self-regulation skills in psycho-emotional stress situations. At the same time, much attention is given to the fact that the acquisition of the skill is impossible without the participation of an adult or a teacher. Areview of studies on the possibilities of children’s play has made it possible to identify a number of conditions conducive to the development of self-regulatory skills: possibility to play a certain role (imitative effect), phasing of play actions, ability for a child to make their own decision, etc. We articulate and validate the need for the following conditions of self-regulation development in preschool children based on modeling the game situation. 1. In a play the child should be able to play several roles in turn. This allows the child to experience different emotions and understand the other person. 2. Introduction of playing element — pauses (time-outs). It allows to reduce the emotional «degree» during the play. 3. Positive reinforcement of the correct actions and emotional manifestations of the child by the adult. It helps the child to learn socially approved actions.
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Bukhalenkova, D. "Preschool Classroom Quality And Children Social-Emotional Development." In ICPE 2018 - International Conference on Psychology and Education. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.11.02.83.

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Olga, Chiș. "Developing Socio-Emotional Skills Of Children. Applications In Formative Contexts." In ERD 2017 - Education, Reflection, Development, Fourth Edition. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.06.76.

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Savina, T. "Emotional Disturbances And Their Diagnosis In Children Of Preschool Age." In Psychology of subculture: Phenomenology and contemporary tendencies of development. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.07.74.

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Simion, Anca. "Emotional Identity Formation In Primary School Children In A Formal Context." In ERD 2018 - Education, Reflection, Development, Sixth Edition. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.06.40.

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Petrovic, Jelena, and Dragana Dimitrijević. "EMOTIONAL EDUCATION IN 20th CENTURY SERBIAN PEDAGOGY." In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.111p.

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Emotional education, although recognized in pedagogical science as a relatively young scientific concept, has always been a significant aspect of educational activity. The development of this aspect of educational activity was especially intense at the beginning of the 20th century, only to become a subject of scientific research in the 1980s. The aim of this paper is to investigate the development of the concept of emotio­nal education in Serbian pedagogy, and the relation of Serbian educators to this educati­onal concept. The method of theoretical analysis with content analysis technique was used in the paper. The main works of the most influential Serbian educators of the 20th century and the most important textbooks used in the education of pedagogues and teachers throughout the 20th century were analyzed. The point of analysis was emotional education viewed from the perspective of contemporary definitions of emotional education: as a pedagogical action that involves understanding and appreciating emotions in the process of education, developing self-awareness, self-discipline and independence, and helps children achieve positive interpersonal relationships. Despite the opinion that emotional education was under-represented during the 20th century, we found out that Serbian educators did pay attention to this aspect of education, but they didn’t consider it as a special phenomenon, but within the already defined scientific concepts of moral education and family pedagogy. Finally, we found that they understood it in accordance with their pedagogical orientations and social needs.
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Kaliska, Lada. "TRAIT EMOTIONAL INTELLIGENCE DEVELOPMENT POSSIBILITIES OF PRIMARY SCHOOL-AGED CHILDREN." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.2443.

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M.Pd.,Dra, Anizar, Yuhasriati M.Pd, and Muliana, S.Pd. "The Development Of Social Emotional On Children From Broken Families." In Proceedings of the 3rd International Conference on Economic and Social Science, ICON-ESS, 17–18 October 2018, Banda Aceh, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.17-10-2018.2294125.

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Reports on the topic "Emotional Development of children"

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Cobb-Clark, Deborah A., Colm Harmon, and Anita Staneva. The bilingual gap in children’s language and emotional development. The University of Queensland, September 2018. http://dx.doi.org/10.14264/uql.2018.597.

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Näslund-Hadley, Emma, Michelle Koussa, and Juan Manuel Hernández. Skills for Life: Stress and Brain Development in Early Childhood. Inter-American Development Bank, April 2021. http://dx.doi.org/10.18235/0003205.

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Learning to cope with disappointments and overcoming obstacles is part of growing up. By conquering some challenges, children develop resilience. Such normal stressors may include initiating a new activity or separation from parents during preschool hours. However, when the challenges in early childhood are intensified by important stressors happening outside their own lives, they may start to worry about the safety of themselves and their families. This may cause chronic stress, which interferes with their emotional, cognitive, and social development. In developing country contexts, it is especially hard to capture promptly the effects of stressors related to the COVID-19 pandemic on childrens cognitive and socioemotional development. In this note, we draw on the literature on the effect of stress on brain development and examine data from a recent survey of households with young children carried out in four Latin American countries to offer suggestions for policy responses. We suggest that early childhood and education systems play a decisive role in assessing and addressing childrens mental health needs. In the absence of forceful policy responses on multiple fronts, the mental health outcomes may become lasting.
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Knight, Ruth, and Kylie Kingston. Gaining feedback from children in The Love of Learning Program. Queensland University of Technology, November 2020. http://dx.doi.org/10.5204/rep.eprints.206154.

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This report details both the process undertaken to develop an evaluation instrument that can collect feedback from children in the Love of Learning program and feedback the children have provided. A total of 178 children who are beneficiaries of the program completed the survey, and 91% confirmed the program was positively supporting them. They provided their feedback using a 20-question survey which measured four protective factors that previous research suggests supports children to engage with and enjoy learning, helping them to thrive in school and life. The protective factors are known to foster social, emotional, and academic development and success. There is a strong positive association between these factors, and the results of the survey suggest the Love of Learning program is influencing children's attitude towards learning and school. This report highlights some of the design challenges and complexities when engaging children in participatory evaluation. Importantly, to ensure children are given an opportunity to provide feedback, they must be supported by their foster carer who need to also feel informed and confident to be part of the evaluation process and empower children to speak up. Further research will now be conducted to implement the evaluation process more widely and ascertain if the protective factors improve a child’s health, educational engagement, and performance.
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Taylor, Michael. Identifying and Building on Strengths of Children With Serious Emotional Disturbances. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2867.

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Ivanova, E. S., and A. E. Motin. Development of emotional intelligence methods transactional Analysis. LJournal, 2017. http://dx.doi.org/10.18411/a-2017-009.

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Clarke, Alison, Sherry Hutchinson, and Ellen Weiss. Psychosocial support for children. Population Council, 2005. http://dx.doi.org/10.31899/hiv14.1003.

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Masiye Camp in Matopos National Park, and Kids’ Clubs in downtown Bulawayo, Zimbabwe, are examples of a growing number of programs in Africa and elsewhere that focus on the psychological and social needs of AIDS-affected children. Given the traumatic effects of grief, loss, and other hardships faced by these children, there is increasing recognition of the importance of programs to help them strengthen their social and emotional support systems. This Horizons Report describes findings from operations research in Zimbabwe and Rwanda that examines the psychosocial well-being of orphans and vulnerable children and ways to increase their ability to adapt and cope in the face of adversity. In these studies, a person’s psychosocial well-being refers to his/her emotional and mental state and his/her network of human relationships and connections. A total of 1,258 youth were interviewed. All were deemed vulnerable by their communities because they had been affected by HIV/AIDS and/or other factors such as severe poverty.
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Ivanova, E. S. emotional Development intelligence within the training program specialists profilers. LJournal, 2017. http://dx.doi.org/10.18411/a-2017-008.

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Noll, Robert B. Social and Emotional Functioning of Children With NF-1 and Their Families; A Case Controlled Study. Fort Belvoir, VA: Defense Technical Information Center, June 2001. http://dx.doi.org/10.21236/ada407220.

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Cannell-Cordier, Amy. The Role of Emotional Support Consistency and Child Risk Factors in Predicting Pre-K Cognitive and Social-Emotional Development. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2364.

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Romanova. THE METHODOLOGY OF PHYSICAL CULTURE FUTURE TEACHERS’ EMOTIONAL STATES REFLECTION DEVELOPMENT. Http://kamgifk.ru/sites/default/files/magazine/29_4_2013/29_4_2013_eng.pdf, December 2013. http://dx.doi.org/10.14526/50_2013_24.

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