Children's social/emotional characteristics at entry to school

Abstract

Children entering school need to build healthy peer relationships; school, however, is the central place for bullying. School nurses have a growing focus on providing care for students with social, emotional and behavioural problems. We examined the relational development of children at school entry in regard to aggression and empathy, showing that teacher-reported aggression decreased between Pre-primary and Year One, while empathy increased between Year One and Year Two classes. No gender difference was found in teacher-reported total, or covert aggression. Understanding how development of empathy can be supported in children at school entry is important, thereby supporting development of pro-social behaviour and decreasing bullying. School nurses must understand the importance of surrounding children with safety in relationships as they begin school.

Adolescent support networks in a health care context: the interface between health, family and education

“…However, given the context of violence, the school has certain difficulties in fulfilling the role given to it by the adolescents (7) . A study conducted in Australia analyzing the social and emotional characteristics of children and issues related to violence, showed how important the presence of a multiprofessional team is, highlighting the role of nurses in the school environment and their importance for the social and emotional development of pupils related to health and learning (25) . The support of family members, educators, health professionals and peer groups participating in educational projects constitutes an important adolescent health support network, helping them to overcome the challenges associated with typical physical, emotional, and social transformations during this phase, and contributing towards their personal and social development and autonomy in choice and decision-making.…”

The importance of emotional competence and self-regulation from birth: a case for the evidence-based emotional cognitive social early learning approach

“…Recent advances in neuroscience suggest that such learning may be most optimal prior to age six, when school typically commences. Ninety percent of the brain develops in the first 3 years during a period of plasticity (Perry 2000), in which the flexibility of neural cells and pathways alter their structure and function in response to stimulus from the environment (Nelson et al 2013). Given that brain development is a function of the interaction between biology and experience, children's social and emotional experiences play a critical role in the growth of the brain's architecture.…”

“…Given that brain development is a function of the interaction between biology and experience, children's social and emotional experiences play a critical role in the growth of the brain's architecture. Supported and directed through a secure attachment with a caregiver, these social and emotional experiences inform and shape brain development and are central to behavior, learning, and health (National Scientific Council on the Developing Child 2010; Nelson et al 2013).…”

“…What we also now understand based on the findings of neuroscience is that nurturing relationships in early childhood are essential for the development of brain pathways and neuroendocrine systems that are prerequisites for learning, effective brain development, social-emotional functioning, and overall health (National Scientific Council on the Developing Child 2007a, b; Nelson et al 2013;Winter and Ministerial Council for Education [MCE] 2010). More specifically, the quality, repetition, and consistency of the young child's daily learning experiences in the context of emotional and social security are essential for the development of the brain's architecture (Winter and MCE 2010), underscoring the importance of the child's relationship with early caregivers.…”

“…The approach is further supported by research in co-regulation that demonstrates that teaching and learning are an outgrowth of human interaction, particularly in the early years of development (Murray et al 2015;Schunk and Pajares 2009). ECSEL specifically targets early childhood because the secure attachment relationship during this time promotes optimal social and emotional development (Nelson et al 2013). For example, high-quality relationships between caregiver and child that incorporate positive responses and emotional attunement are positively correlated with students' emotion regulation (Denham et al 2012a, b, c, d, e).…”