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Showing 1 to 15 of 23 results Save | Export
Cramer, Travis; Morris, Pamela; Blair, Clancy – Grantee Submission, 2019
This study evaluates how teacher report measures align with different conceptualizations of children's social-emotional development. Leveraging seven teacher report measures of social competence and behavioral regulation in a predominantly low-income, population-based rural sample of four-year-old children (n = 828), model fit and validity were…
Descriptors: Social Development, Emotional Development, Child Development, Interpersonal Competence
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Low, Sabina; Smolkowski, Keith; Cook, Clayton; Desfosses, Danielle – Developmental Psychology, 2019
This study examined the impact of a commonly adopted elementary universal social-emotional learning program, Second Step, on student social-emotional and academic outcomes following 2 years of implementation. The cluster-randomized wait-list control trial included 61 schools, 321 teachers, and 8,941 early elementary students across 2 states, with…
Descriptors: Social Development, Emotional Development, Elementary School Teachers, Elementary School Students
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Thomas, Jenna C.; Letourneau, Nicole; Campbell, Tavis S.; Tomfohr-Madsen, Lianne; Giesbrecht, Gerald F. – Developmental Psychology, 2017
Emotion regulation is essential to cognitive, social, and emotional development and difficulties with emotion regulation portend future socioemotional, academic, and behavioral difficulties. There is growing awareness that many developmental outcomes previously thought to begin their development in the postnatal period have their origins in the…
Descriptors: Emotional Response, Self Control, Infants, Personality Traits
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Portnow, Sam; Downer, Jason; Brown, Josh – Society for Research on Educational Effectiveness, 2015
Participation in Social Emotional Learning (SEL) programs reduces aggressive and antisocial behavior (Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011). Theoretically, SEL programs foster social and emotionally intelligent youth through improving children's social and emotional skills, defined in the present study as the ability to…
Descriptors: Social Development, Emotional Development, Aggression, Antisocial Behavior
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Schick, Adina R.; Melzi, Gigliana – Journal of Early Childhood Literacy, 2016
This study examined literacy practices in the homes of 127 low-income Latino preschoolers enrolled in bilingual preschool classrooms. Specifically, we investigated the print-related practices that Latino primary caregivers engaged in with their preschool-aged children at the start of the school year and explored the relation between these…
Descriptors: Literacy Education, Low Income Groups, Hispanic Americans, Preschool Children
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Kong, Maureen Mo-yee; Au, Terry Kit-fong – Early Education and Development, 2018
Research Findings: The objective of this research was to evaluate the effectiveness of Incredible Years Basic Parent Training (IYPT Basic) in a community clinic setting in Hong Kong. IYPT Basic is a Western program developed to promote children's academic, social, and emotional regulation skills and to reduce conduct problems among typically…
Descriptors: Foreign Countries, Program Effectiveness, Parent Education, Child Development
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Taylor, Zoe E.; Eisenberg, Nancy; Spinrad, Tracy L. – Developmental Psychology, 2015
The goal of this study was to examine physiological and environmental predictors of children's sympathy (an emotional response consisting of feelings of concern or sorrow for others who are distressed or in need) and whether temperamental effortful control mediated these relations. Specifically, in a study of 192 children (23% Hispanic; 54%…
Descriptors: Physiology, Environmental Influences, Predictor Variables, Children
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Dinallo, Anna Marie – Journal of Education and Learning, 2016
A Community Based Participatory Research (CBPR) framework was used in this study to gather and analyze the perceptions of mothers involved in a critical family literacy program designed to foster social and emotional development. Through narrative inquiry, participants discussed perceptions of their children's social-emotional development and the…
Descriptors: Participatory Research, Mothers, Parent Attitudes, Parent Participation
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Baker, Claire E.; Rimm-Kaufman, Sara E. – Psychology in the Schools, 2014
Data from the Early Childhood Longitudinal Study, Kindergarten Cohort were used to examine the extent to which early parenting predicted African American children's kindergarten social-emotional functioning. Teachers rated children's classroom social-emotional functioning in four areas (i.e., approaches to learning, self-control, interpersonal…
Descriptors: Early Experience, Family Influence, Child Rearing, Predictor Variables
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Scrimgeour, Meghan B.; Davis, Elizabeth L.; Buss, Kristin A. – Developmental Psychology, 2016
Prosocial behavior in early childhood is a precursor to later adaptive social functioning. This investigation leveraged mother-reported, physiological, and observational data to examine children's prosocial development from age 2 to age 4 (N = 125). Maternal emotion socialization (ES) strategies and children's parasympathetic regulation have each…
Descriptors: Early Childhood Education, Child Development, Prosocial Behavior, Psychological Patterns
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Gündüz, Gizem; Yagmurlu, Bilge; Harma, Mehmet – Early Education and Development, 2015
Research Findings: In this study, we examined self-regulatory skills, namely, effortful control and executive function, in Turkish preschoolers (N = 217) and their mediating roles in the associations between parenting and children's socioemotional competence. We also investigated the role of family socioeconomic status and maternal psychological…
Descriptors: Foreign Countries, Self Control, Executive Function, Preschool Children
Graziano, Paulo A.; Hart, Katie – Grantee Submission, 2016
The current study evaluated the initial efficacy of three intervention programs aimed at improving school readiness in preschool children with externalizing behavior problems (EBP). Participants for this study included 45 preschool children (76% boys; M[subscript age] = 5.16 years; 84% Hispanic/Latino background) with at-risk or clinically…
Descriptors: Behavior Modification, Self Control, Preschool Children, Behavior Problems
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Moran, Lyndsey R.; Lengua, Liliana J.; Zalewski, Maureen – Social Development, 2013
Interactions between reactive and regulatory dimensions of temperament may be particularly relevant to children's adjustment but are examined infrequently. This study investigated these interactions by examining effortful control as a moderator of the relations of fear and frustration reactivity to children's social competence, internalizing, and…
Descriptors: Social Development, Emotional Development, Child Development, Young Children
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Pears, Katherine C.; Healey, Cynthia V.; Fisher, Philip A.; Braun, Drew; Gill, Colt; Conte, Holly Mar; Newman, Judy; Ticer, Sara – Education and Treatment of Children, 2014
Children from low-income backgrounds demonstrate poorer school readiness skills than their higher-income peers. The Kids In Transition to School (KITS) Program was developed to increase early literacy, social, and self-regulatory skills among children with inadequate school readiness. In the present study, 39 families participated in a pilot…
Descriptors: School Readiness, Low Income Groups, At Risk Students, Program Effectiveness
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Raimundo, Raquel; Marques-Pinto, Alexandra; Lima, Maria Luisa – Psychology in the Schools, 2013
This quasi-experimental exploratory study investigated whether a social-emotional learning program, implemented during a 1-year period, could lead to gains in social-emotional competencies and a reduction in internalizing and externalizing problems. Furthermore, it showed which pupils would benefit most from the program. The program was applied to…
Descriptors: Social Development, Emotional Development, Elementary School Students, Student Characteristics
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