Social+Emotional+Development+Research

Promoting Academic and Social-Emotional School Readiness: The Head Start REDI Program

http://web.ebscohost.com.proxy.lib.iastate.edu:2048/ehost/detail?vid=11&hid=4&sid=1b4608d0-641b-4804-ab0c-adfdb150ce5e%40sessionmgr11

This article is about 44 different Head Start classrooms in Pennsylvania that were assigned randomly to different improved interventions. These interventions include brief lessons, extension activities and other teaching strategies. These categories are connected and are designed to help social-emotional competence and language development and emergent literacy skills. The way it worked was that they had 356 different four year old children take different assessments and recorded their progress over the time span of one year. The results showed that there was a significant difference favoring children in these enriched intervention classes. The different categories that showed significant improvement were vocabulary, emotional understanding, social problem solving, emergent literacy, and learning engagement.

- Alicia Martens

Social Cognitive Predictors of Peer Acceptance at Age 5 and the Moderating Effects of Gender

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This article discusses the factors that determine the peer acceptance of a child. The authors discuss the importance of peer acceptance on a child’s later development. They contrasted popular children with rejected and neglected children. The researchers chose 98 children from 3 public schools in Spain. They evaluated each child’s social intelligence, empathy, verbal ability and appearance-reality distinction. They did this with questionnaires, as well as with interviews of the children. They found that the effect of social intelligence on peer acceptance was not moderated by gender. They also found that empathy had a positive relationship with peer acceptance for girls and boys, but it was stronger for boys.

-Jessica Kloser


 * The Predictive Value of Different Infant Attachment Measures for Socioemotional Development at Age 5**

http://www3.interscience.wiley.com/search/allsearch?mode=viewselected&product=journal&ID=122477612&view_selected.x=102&view_selected.y=88view_selected=view_selected

This article is about a study of 111 children, 59 boys, 52 girls. There were two assessments to test the childrens attachment at 15 months that were related to the childrens comprehensive set of indicators of their socioemotional development at 5 years old. Three attachment measures were used at predictors in the study. Ultimately the attachment disorganization test was the most beneficial and effective of all the tests.

-Emily Smith

In the reasearch project Predicting Growth Curves of Early Childhood Externalizing Problems: Differential Susceptibility of Children with Difficult Temperament by Mesman, Stoel, Bakermans-Kranenberg, IJzendoorn, Juffer, Koot and Alink. Children who externalize problems, which means they show their emotions outwardly needs strong parenting skills to handle the problems. Older siblings play a primary role in how their younger siblings externalize problems. The study also showed a correlation between eternalizing behaviors and environmental influences. Overall the study was confusing but at the same time very interesting.

- Nicole Fisher

This article is about how different parenting styles and home environments can affect how a child transitions into the fist grade and beyond. One of the studies shows the relation between children with a more negative style parenting and the child's level of inhibition at age three. The study shows that the children in the negative parenting style home showed less child inhibition. []
 * Infant Temperament Moderates Relations Between Maternal Parenting in Early Childhood and Children's Adjustment in First Grade.**

-allie willman

**An Evalutation of the social and emotional aspects of learning (seal) programme: promotion positive behaviour, effective learning and well-being in primary school children.**

This article is about the effectiveness of the SEAL program in primary schools. This program focuses on five social and emotional aspects which are: self-awareness, managing feelings, motivation, empathy, and social skills. They measured this with questionaires given to students and the teachers. The studies findings were all in favor of the SEAL program. The majority of the teachers who implemented this program found there was an impact on the children's well-being and social, emotiona, and behavioral skills. There was also a smaller impact on attendence and students school work.

[|http://www.informaworld.com/smpp/content~db=all?content=10.1080/03054980902934597]

-MacKenzie Quame

Measuring the developmental appropriateness of kindergarten teachers beliefs and practices

http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6W4B-4HMGVTR-1&_user=10&_origUdi=B6W4B-45HVTSM-18&_fmt=high&_coverDate=12%2F31%2F1993&_rdoc=1&_orig=article&_acct=C000050221&_version=1&_urlVersion=0&_userid=10&md5=9096195cfa68eb7ba41aa863d78752df

The study that I choose to do was given to kindergarten teachers in a classroom setting. They were each given a questionnaire to measure their beliefs and practices based on the guidelines for developmentally appropriate practice of the National Association for Education of Young Children (NAEYC). The participants in this study were the kindergarten teachers. 204 Kindergarten teachers were being observed to see if the practices they teach in their classroom were appropriate or inappropriate. The measures that were used in this study were a questionnaire that would measure the beliefs and practices of kindergarten teachers based on NAEYC accreditation process. This study confirmed that the responses to the questionnaire could be used to determine whether a teacher is using more developmentally appropriate practice rather than inappropriate. There was also the chance to determine what teachers use more developmentally inappropriate than developmentally inappropriate tools for learning. This study also showed that the findings in this study could be used on researching the beliefs and practices of kindergarten teachers more in depth in the future.

-Sandra Schroeder