This study explores the effects of direct kindness instruction on second-grade students' social and emotional well-being. Amidst the growing integration of Social and Emotional Learning (SEL) into educational curricula, this research specifically focuses on the aspect of kindness, a vital yet often under-explored component of SEL. Conducted in a…

Research Findings: Self-regulation is an important determinant of children's developmental outcomes, but little research has explored its different facets simultaneously. This study aims to explore a sample of Chinese children's behavioral, cognitive and emotional self-regulation characteristics by examining their gender and age differences,…

The study examines students' skills at kindergarten entry and gains in skills across the kindergarten through first-grade period (pre-COVID-19) for predicting literacy, language, math, inhibitory control, and social-adjustment outcomes in the spring of fourth grade, after schools reopened. In a large US school district, longitudinal data were…

This study was conducted to examine the predictor effect of parents' emotional literacy level on the emotion regulation and social problem-solving skills of children. The sample comprised 480 individuals, including 240 children aged 4-6 years, who attend independent kindergartens in Ankara province, and 240 parents. Data were collected using the…

The present study examined longitudinal associations between behavioral self-regulation and social-emotional functioning across four waves of measurement during the transition from preschool to kindergarten in a low-income sample. Participants included two cohorts of children (N = 558; 51% male). Children in both cohorts were 4 years old (Cohort…

This study investigated the use of a playful, narrative, vignette-based method, called Story Magician's Play Time (SMPT), in supporting children's social-emotional reasoning and in helping children practice their social skills. We set out to examine (a) in what ways children use SMPT sessions to explore social interaction situations and to…

In Saudi Arabia, there is a lack of research into the educational use of touch technologies. The literature focuses on how children use these technologies and how they support learning, but little is known about the impact of these devices on children's socio-emotional outcomes. This study examines how children relate emotionally to both iPads and…

The occurrence of behaviors that require disciplinary action will always be an issue without programs to support the social and emotional development of students at a young and critical age. The problem school districts face is how to appropriately and effectively provide consequences to different targeted age groups, based on their social and…

The present study examined differences in school readiness skills in the fall of kindergarten between pre-K attendees and non-attenders (n = 2,581) among children in a large, diverse county. Also considered was the extent to which skills associated with pre-K enrollment varied as a function of children's background characteristics and features of…

In recent years, scholars have increasingly advocated the importance of cultivating non-cognitive skills (social and emotional skills) in early childhood, and play is useful in acquiring the skills. Simultaneously, young children also need to acquire mathematical cognitive skills as a learning foundation. However, many researchers have indicated…

This manuscript is a literature review that addresses the significance of social emotional learning in regard to promoting career readiness by addressing the key components, interpersonal, and intrapersonal skills that are critical to possess in order to be successful in the workforce. Social emotional learning (SEL) is the process by which…

The transition to more formal schooling in kindergarten can be difficult for young children and their families. However, preparing children for this transition can produce positive results. This article examines the qualitative results of a four- to six-week transition program for 715 children. Data include parent and school surveys as well as…

Theory of mind describes the ability to engage in perspective-taking, infer mental states, and predict intentions, behavior, and actions in others. Theory of mind performance is associated with foundational cognitive and socioemotional skills, including verbal ability (receptive and expressive vocabulary), executive function (inhibitory control…

In the fall of 2019, 3,355 10-year-old students in the Houston Independent School District (HISD) students participated in the Study on Social and Emotional Skills (SSES), part of an international effort led by the Organization for Economic Cooperation and Development (OECD), with Houston serving as the only U.S. site. This report provides a…

The present study investigated gender differences in social mastery motivation, vocabulary knowledge, behavioral self-regulation, and socioemotional skills and examined the relationships among this knowledge and these skills by gender. Participants were 134 Chinese children (68 boys, M age = 3.80; 66 girls, M age = 3.89) and their parents…