Life span developmental theories suggest that as individuals age, they accumulate knowledge about how to deploy emotion regulation (ER) strategies effectively and learn how to match their ER strategy use with changes in situational demands. Using an event-contingent experience sampling design wherein 150 adults Age 18 to 89 years reported on…

Purpose: Physical development is an integral part of a child's overall development. Evidence suggests that physical development and physical activity are positively correlated with positive academic outcomes in elementary and secondary school students. However, research on physical development among preschool-age children lags behind. Therefore,…

There is a growing interest in understanding how individuals with autism spectrum disorder (ASD) experience empathy to explore their social-emotional and communication impairments. Although there has been considerable research into autism and cognitive empathy, research into emotional empathy is scarce, and there is less on the impact of teaching…

Caring occupies a contested space in early childhood teaching. Caring is valued as crucial to children's physical and emotional wellbeing but, at the same time, it is undervalued as separate from education and more difficult to measure. This article argues for reconceptualising care as complex, dynamic, problematic, political, and assembled in…

Traditional rationalism has treated cognition and emotion separately. Pre-service teachers' emotional experiences during teacher preparation programmes have not been sufficiently discussed in research. This study uses Vygotsky's sociocultural theory perspective to analyse the nature of the emotion-cognition nexus of pre-service teachers during…

The aim of this exploratory study was to examine fourth to eighth graders' conceptualizations of kindness at school (i.e., their definition of kindness, an example of an act of kindness they have done, who they see as the most salient adult agent of kindness, and which location they deem that kindness happens most). To date, kindness research has…

How can we harness the power of innovation to support the development of our youth as empathic citizens, who are engaged with and informed about the world around them? The Citizen Discourse initiative is creating a unique platform to meet this goal.

This article is an excerpt from the "ZERO TO THREE Critical Competencies for Infant-Toddler Educators"[TM] Course Curriculum, module SE-6: Promoting Children's Sense of Self and Belonging. The course supports development of the essential skills educators need to optimize the social-emotional, cognitive, and language and literacy…

This purpose of this resource is to support state and local education agencies in identifying reliable and valid instruments that measure collaboration, perseverance, and self-regulated learning among secondary school students. This resource, developed by the Regional Education Laboratory Northeast & Islands in collaboration with its Social…

Children born preterm, defined as children born prior to 37 weeks gestational age, are at increased risk for cognitive, academic, and social-emotional impairments and disability. The gap in performance between preterm children and full-term peers has been well-documented from the earliest stages of schooling well into adulthood. However, it has…

The social and emotional climate and the physical environment components of the Whole School, Whole Community, Whole Child (WSCC) model contribute to promoting a safe and nurturing learning environment in PK-12 schools. In this article, the authors review research on the social and emotional climate and the physical environment over the past…

The purpose of this study was to investigate the perspectives high school student-athletes with IEPs and their stakeholders have regarding athletic participation and its impact on the student-athletes' academic experience. Research regarding this topic generally deals with the perspectives of the adults involved, and not necessarily the…

The purpose of the current study was to examine differences in multidimensional perfectionism, help-seeking, negative affectivity, and social-emotional well-being between grade 9 to 12 early college high school students who received the modified version of Cognitive Behavioral Therapy for Perfectionism (CBT-P) small group counseling intervention…

This paper presents findings from an exploratory study to define associations between social-emotional teaching practices and teacher characteristics through a person-centered approach. The sample consisted of 97 teachers working in center-based early childhood education settings with young children ages 2-5 in the U.S. Pacific Northwest. We…

Research Findings: This paper presents findings from an exploratory study to define associations between social-emotional teaching practices and teacher characteristics through a person-centered approach. The sample consisted of 97 teachers working in center-based early childhood education settings with young children ages 2-5 in the U.S. Pacific…