Background: Early childhood is a formative period during which distinguishable development has projections of bearing desirable outcomes within an individual. Hence, physical, language, cognitive, emotional and social independence are healthy components of a typical child's development that early childhood development (ECD) educators deem…

Violence in South African schools has various negative effects on learners. These effects include loss of concentration, poor academic performance, playing truant, and depression. School violence also affects the psychological well-being of learners, leading to absenteeism and difficulty in paying attention in class. Furthermore, school violence…

School readiness includes a range of competencies and is influenced by both parental beliefs and teacher perceptions. Despite its significance, only a small number of states have an established definition of school readiness, which raises questions about how well stakeholder understandings align and the effectiveness of parental activities in…

This study aimed to explore the relationship between maternal emotional intelligence, background factors, and children's emotional competence, focusing on how these factors contribute to the emotional development of children aged 1 to 6 years. Data were collected through a questionnaire survey using purposive sampling. A total of two hundred…

Taking the Castel National Heritage site in Israel as an empirical case study, this paper explores how experiential pedagogies at cultural heritage sites can facilitate militarization processes. The 1948 War is a pivotal moment in Israel's history and collective memory. The war has been commemorated in the Israeli landscape for decades, notably at…

Background: The implicit learning deficit hypothesis claims that impaired implicit learning underlies deficits in social-communicative abilities associated with developmental language disorder (DLD). However, previous research testing this hypothesis revealed inconsistent results and largely used process-impure sequential learning tasks. Aims:…

Schools that make an effort to promote social-emotional learning, character growth, and joyful learning may question whether and how to measure the effectiveness of such efforts. Yet, as Madora Soutter explains, measurement is an important way to ensure that all students, including those who are frequently marginalized, feel emotionally supported…

The collection of articles presented by Pollak, Camras, and Cole (2019) provides a stimulating survey of the current state of research on emotional development. However, the special issue also makes apparent the need for defining the construct of interest. Definitions of emotions guide how researchers deal with fundamental theoretical and…

Here we advance the proposal that in addition to the importance of emotion words, the dynamics of allostatic regulation play a central role in emotion concept development. We argue for a comprehensive extension of constructed emotion theory to emotional development. To do so, we emphasize possible mechanisms for emotion concept differentiation…

Effectively directing school resources to support students needing behavioral intervention has been aided by advances in social-emotional-behavioral (SEB) assessments. Growing questions have emerged about whether SEB assessment advances are engaging equitable approaches to their utilization and serving as a catalyst for equitable access to…

Students' social and emotional development matters to their educational success. Ubiquitous digital use in schooling creates new contexts for development, raising the question of the nature of the relationships under these new conditions. Ratings of 9 to 13 year old students' (n = 296) social skills and self-regulation and their writing…

The associations of children's play behaviour to their emotional regulation, executive functioning were examined in this study. Teachers rated children's play behaviour, emotional regulation and executive functioning. The study sample comprised 127 (Mage in months = 60.685, SD = 9.563; 64 girls) Turkish children who continued formal education in…

The ongoing proliferation of service-learning as an institutionalized pedagogy in higher education has made effective faculty development essential. This study offers a conceptual framework, based in sociocultural theory, that establishes the importance of cognitive and social-emotional development to prepare faculty for service-learning…

In teaching for social justice, educators should not only consider what to teach, but also how to teach particular topics. Given that social justice work cannot be emotionally neutral, we articulate the power and beneficence of emotional pedagogies to leverage immersed, bodily experiences that engage student senses beyond cognition and…

The choice of cortisol sampling times in early childhood studies varies widely. Given that recommendations on sampling protocols are largely based on adults, the present study aimed to broaden current knowledge by examining how reliably cortisol measures obtained at different daytimes would reveal between-individual differences in toddlers'…