Social-Emotional Competence as Support for School Readiness: What Is It and How Do We Assess It?

Denham, Susanne A.

doi:10.1207/s15566935eed1701_4

Cited by 577 publications

(477 citation statements)

References 147 publications

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“…Empirical studies have demonstrated the importance of SEC for academic performance (Denham, 2006). Children entering school with more positive profiles of SEC not only have more success in http: //dx.doi.org/10.15405/epsbs.2017.10.69 Corresponding Author: Sónia Maria de Matos Faria Selection and peer-review under responsibility of the Organizing Committee of the conference eISSN: 721 developing positive attitudes towards school as significantly improve their performance and achievement (Ladd, Birch, & Buhs, 1999;Denham, 2006).…”

Section: Emotions and Socio-emotional Competencesmentioning

confidence: 99%

“…Children entering school with more positive profiles of SEC not only have more success in http: //dx.doi.org/10.15405/epsbs.2017.10.69 Corresponding Author: Sónia Maria de Matos Faria Selection and peer-review under responsibility of the Organizing Committee of the conference eISSN: 721 developing positive attitudes towards school as significantly improve their performance and achievement (Ladd, Birch, & Buhs, 1999;Denham, 2006). Saarni (2008) defines SEC as the demonstration of emotional self-efficacy in social relationships that evoke emotion.…”

Section: Emotions and Socio-emotional Competencesmentioning

confidence: 99%

“…Emotions are inherently social in at least three aspects: in terms of interpersonal nature of emotions, the individual behaviour of others in the group determines the emotion that the child will have; also when a child displays an emotion, either in group or in dual situation, the expressivity is an important information that he conveys, not only to himself, but to the other members of the group; finally, the expression of an emotion can serve as a condition for the experience and expression of others' emotions as social interactions and relationships are guided and defined by the emotional transactions within the group (Campos & Barrett, 1984;Parke, 1994;Saarni, 1999;Denham, 2006).…”

Section: Emotions and Socio-emotional Competencesmentioning

confidence: 99%

“…Throughout his development, the individual is learning and expanding his ability to understand, both the causes and the functions of one's own emotions, as well as recognizing the several emotional experiences (Denham, 2006). This learning provides the individual with strategies and skills that allow him to show himself that he is able to identify his emotions, to reflect on their causes and to understand how these emotions condition his behaviour, aiming at their regulation.…”

Section: Introductionmentioning

confidence: 99%

“…

AbstractSocio-emotional Learning (SEL) provides individuals with strategies and skills that allow them to be able to identify their own emotions, to reflect on their causes and to understand how these emotions condition their behaviour, aiming at their regulation (Denham, 2006). If intervention with SEL is effective with children without any type of problem, how much more effective it will be with children with Intellectual Disability (ID) since they will be able to understand more than they can express and feel their emotions spontaneously, being able to modify them in knowledge, not always expressed orally (Damásio, 2001).

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confidence: 99%

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Smile, Cry, Scream And Blush – Promoting Socio-Emotional Competences In Children With Id

Faria¹,

Esgalhado²,

Pereira³

2017

European Proceedings of Social and Behavioural Sciences

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Socio-emotional Learning (SEL) provides individuals with strategies and skills that allow them to be able to identify their own emotions, to reflect on their causes and to understand how these emotions condition their behaviour, aiming at their regulation (Denham, 2006). If intervention with SEL is effective with children without any type of problem, how much more effective it will be with children with Intellectual Disability (ID) since they will be able to understand more than they can express and feel their emotions spontaneously, being able to modify them in knowledge, not always expressed orally (Damásio, 2001). That was the main reason for the creation of Smile, Cry, Scream and Blush, a programme that aims to promote Socio-emotional Competences (SEC) in children with ID. The programme is based on short stories simply illustrated, which stimulates the child's creativity and imagination while arousing his/her curiosity, exteriorizes emotions and helps to resolve conflicts. The diversity of contents, the way they are reported and the very language of tales are considered to be relevant in cognitive and emotional development as well as on the child's personality formation (Couto, 2003;Souza & Bernardino, 2011). The emotional content of the programme was validated by experts in emotional development and children's literature, as well as by students with and without ID. With the purpose of verifying the appropriateness of its contents and objectives, this pilot study with 21 children with ID was conducted. The findings were evident and their involvement grew session after session.

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Section: Emotions and Socio-emotional Competencesmentioning

confidence: 99%

Section: Emotions and Socio-emotional Competencesmentioning

confidence: 99%

Section: Emotions and Socio-emotional Competencesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

“…

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mentioning

confidence: 99%

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Smile, Cry, Scream And Blush – Promoting Socio-Emotional Competences In Children With Id

Faria¹,

Esgalhado²,

Pereira³

2017

European Proceedings of Social and Behavioural Sciences

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Social and Emotional Learning Associated With Universal Curriculum-Based Interventions in Early Childhood Education and Care Centers

et al. 2018

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Key Points Question How effective are universal curriculum-based social and emotional learning programs delivered in early childhood education and care centers at improving children’s social and emotional development? Findings A systematic review and meta-analysis of 79 unique studies with 18 292 unique participants found children exposed to a universal social and emotional learning intervention showed significant improvement in social competence, emotional competence, behavioral self-regulation, emotional and behavioral problems, and early learning outcomes compared with control participants. Meaning Early childhood is a crucial period for children’s social, emotional, and cognitive development, and these findings highlight what appears to be benefit of social and emotional learning interventions for young children across developmental domains.

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Children's Emotion Regulation in Classroom Settings

Raver

2014

Wellbeing

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The following chapter considers children's development of emotional self‐regulation and the ways that children's emotion regulation may, in turn, support versus constrain learning. Educational settings are discussed from an emotional regulatory perspective, where teachers and peers foster an emotional climate that might be alternately disruptive or supportive of children's emotional and cognitive development. The chapter highlights ways that these processes may be particularly important for children facing cumulative exposure to multiple family stressors associated with income poverty. Finally, it discusses findings from several recent interventions targeting children's emotional and behavioral regulation within classroom contexts, and their implications.

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Social-Emotional Competence as Support for School Readiness: What Is It and How Do We Assess It?

Cited by 577 publications

References 147 publications

Smile, Cry, Scream And Blush – Promoting Socio-Emotional Competences In Children With Id

Smile, Cry, Scream And Blush – Promoting Socio-Emotional Competences In Children With Id

Social and Emotional Learning Associated With Universal Curriculum-Based Interventions in Early Childhood Education and Care Centers

Children's Emotion Regulation in Classroom Settings

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