Search results for "Emotional development"

Promoting children’s wellbeing in an educational context

2016

The topicality and the context of this research are related to the phenomenon of wellbeing and factors influencing it, regarding early childhood and primary school. The aim is to study, analyse, and identify the key factors of promoting the wellbeing and healthy lifestyle of a child. Children’s wellbeing, therefore, and health and safety are more than just physical wellbeing; it should be seen holistically, as a whole welfare, and it depends not only on the environment where the child is raised, but also involves emotional support from all the people who are connected with this little human being. Thus, the first years for children at school and also for teachers (especially young teachers …

Adolescents’ and mothers’ temperament types and their roles in early adolescents’ socioemotional functioning

2018

The present study examined adolescents’ and mothers’ temperament types and their roles in the socioemotional functioning of early adolescents. A total of 869 sixth-grade students and 668 mothers participated in the study. The students rated their temperament and socioemotional functioning and the mothers rated their own temperament. Latent profile analyses identified four temperament types among the adolescents (resilient, reserved, average, and mixed) and three types among the mothers (resilient, average, and mixed). The results showed that the adolescents with resilient or reserved temperaments reported significantly fewer conduct problems and emotional symptoms, less hyperactivity, and …

Effects of Age and Gender in Emotion Regulation of Children and Adolescents

2020

Emotional regulation, understood as the skills and strategies needed to influence and/or modify the emotional experiences, has a very remarkable implication within numerous emotional and behavioral disorders in childhood and adolescence. In recent years there has been a significant increase in research on emotional regulation, however, the results are still divergent in terms of differences in emotional regulation in relation to age and gender. This study aimed to assess emotional regulation in adolescents in relation to their age and gender. Two hundred and fifty-four adolescents from eight schools in the Valencian Community and aged between 9 and 16 years participated in the study. The ad…

Teachers’ Understanding of Evidence of Students’ Social Emotional Learning and Self-Reported Gains of Monitored Implementation of SEL Toolkit

2020

Aim. The aim of this study was to highlight and analyse teachers’ responses to the evidence of their students’ social emotional growth and teachers’ own gains from the monitored implementation of social emotional learning in their classes.
 Methods. The research group was composed of 312 teachers from Latvia and Slovenia, who were involved in the implementation of indirect social emotional learning through classroom instruction and formative assessment. A thematic analysis of the teachers’ written responses was performed.
 Results. A thematic analysis of the teachers’ responses indicated that initially they had mentioned mostly (expressed) general statements and only some small pa…

The joint effects of parenting styles and the child's temperamental characteristics in children's social-emotional development

2016

This research examined the joint effects of parenting and the temperamental characteristics of children on their social-emotional development during their early school years. Three studies, focusing on different aspects of social-emotional development as well as on different temperamental characteristics, were carried out. The first study investigated the extent to which mothers' and fathers' parenting styles differently impact their children's social-emotional development, based on the children's tendency to show signs of social withdrawal. The second study focused on the different impacts of parenting styles on children's emotional expression, depending on the children's temperament type.…

Access-Awareness-Agency (AAA) Model of Music-Based Social-Emotional Competence (MuSEC)

2019

Social–emotional competence (SEC) is a set of psychological resources, highly relevant for adaptive growth and wellbeing. Music has been argued to support social–emotional skills, yet there is little theoretical consensus about the underlying impact mechanisms and the special nature of music as a medium for SEC. This article presents a theoretical model of music-based SEC that combines research from general SEC models with music-specific literature from music psychology, music education, music therapy, and music for health and wellbeing. The proposed access-awareness-agency (AAA) model defines music-based social–emotional competence (MuSEC) as interplay of embodied access, reflective awaren…

Empathy in children practising judo compared to their non-practicing peers

2019

[EN] Many authors dealing with martial arts and combat sports indicate that this form of activity contributes to limiting aggressive behavior towards other people. Contemporary psychological and pedagogical knowledge explains that empathy is one of the factors that determines a friendly and aggression-free attitude of people towards others. This study we compared the level of empathy between children practicing judo for a minimum of two years and their peers who did not practiced any martial art. Results showed higher levels of empathy in the group of judo practitioners. Judo trainers also agreed that judo participation may improve children’s emotional development (emotional self-regulation…

Music as emotional self-regulation throughout adulthood

2010

Emotional self-regulation is acknowledged as one of the most important reasons for musical engagement at all ages. Yet there is little knowledge on how this self-regulatory use of music develops across the life span. A qualitative study was conducted to initially explore central processes and strategies of the emotional self-regulation during adulthood. The data were collected through group interviews and analyzed through qualitative content analysis. Participants were 21 interviewees with an age range of 21—70 years. The results clarified conceptual features of music-related emotional self-regulation in adulthood and revealed two main trends. First, the basic nature of regulation, includi…

Pedagogisia merkityksiä koulun musiikintunneilla perusopetuksen yläluokkien oppilaiden näkökulmasta

2011

Rotaļlieta kā bērnu emocionālās attīstības līdzeklis

2018

Pētījuma tēma - Rotaļlieta kā bērnu emocionālās attīstības līdzeklis. Rotaļlieta nepieciešama bērnam kā gaiss, kā ūdens, kā barība prātam un sirdij. Rotaļa - dabīgs un radošs process, kas veido bērna intereses un personību. Manuprāt veicot, jebkuru darbu un to organizējot galvenais ir pozitīvas emocijas vide, kurā bērns var izmantot savu jau esošo pieredzi un gūt jaunu pieredzi. Pirmie cilvēka gadi, īpaši pirmsskolas vecums, ir ļoti nozīmīgs laiks - šajā laikā formējās virkne dažādu spēju, prasmju un kompetenču, bērns iegūst daudz jaunas informācijas, to „apstrādā” un tādā veidā pakāpeniski veido sevi kā personību, kā zinošu, varošu, spējīgu cilvēku. Lai šis attīstības process noritētu maks…