Special Issue "Social–Emotional Development and Learning in Early Childhood across Cultures"

Special Issue Editors

Prof. Dr. Yaoying Xu
E-Mail Website
Guest Editor
Virginia Commonwealth University, 1015 West Main St. Richmond, VA 23284, USA
Interests: social interaction; peer tutoring; school readiness; English learners; language development
Prof. Dr. Kathleen Moritz Rudasill
E-Mail Website
Guest Editor
Virginia Commonwealth University, 1015 West Main St. Richmond, VA 23284, USA
Interests: temperament; teacher–child relationships; classroom quality; classroom interactions; school belonging
Prof. Dr. Chin-Chih Chen
E-Mail Website
Guest Editor
Virginia Commonwealth University, 1015 West Main St. Richmond, VA 23284, USA
Interests: social–emotional development; problem behavior; classroom interactions; peer dynamics; context-based intervention; school adjustment

Special Issue Information

Dear Colleagues,

Early childhood is a critical period for the development of social–emotional skills. Young children’s social–emotional development relates to their other developmental areas. As such, early childhood programs and interventions that emphasize or target children’s social and emotional learning are gaining attention in research and practice. However, children’s social–emotional development is not necessarily linear and it is culturally relevant. Therefore, caution must be taken when a practice is considered evidence-based to avoid implicit bias towards a specific culture. This Special Issue is focused on the programs, interventions, strategies, and practices that demonstrate support for children’s social–emotional learning and development across the early childhood epoch (ages 0–8 years) within different cultural contexts. The impact of the COVID-19 pandemic on children’s social–emotional development is also addressed. 

Prof. Dr. Yaoying Xu
Prof. Dr. Kathleen Moritz Rudasill
Prof. Dr. Chin-Chih Chen
Guest Editors

Manuscript Submission Information

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Keywords

  • social–emotional
  • early childhood
  • cultural relevance
  • cultural bias
  • evidence-based practices

Published Papers (1 paper)

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Research

Article
Participation in Play and Leisure Activities of Young Children with Autism Spectrum Disorder and Typically Developing Children in Taiwan: A Preliminary Study
Int. J. Environ. Res. Public Health 2021, 18(11), 5787; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph18115787 - 27 May 2021
Viewed by 780
Abstract
Participation in enjoyable activities is essential for the health and development of young children with and without disabilities. For preschool children with autism spectrum disorder (ASD), there is limited knowledge regarding their participation in play, learning, recreation, and social activities. This was a [...] Read more.
Participation in enjoyable activities is essential for the health and development of young children with and without disabilities. For preschool children with autism spectrum disorder (ASD), there is limited knowledge regarding their participation in play, learning, recreation, and social activities. This was a preliminary study that compares the participation between children 2–6 years of age with ASD (n = 25) and age- and sex-matched typically developing (TD) (n = 25) children. The Chinese version of the Assessment of Preschool Children’s Participation (APCP-C) measures participation in play, skill development, active physical recreation, and social activities. Parents of the children in this study completed the APCP-C by structured interview. The results showed that children with ASD had lower participation diversity and intensity than TD children in play activities. A lower percentage of children participating in individual activity was found for children with ASD than TD children in most APCP-C activities. Professionals that serve young children with special needs are encouraged to partner with parents to provide playful and socially enhancing activities for preschool children with ASD. Full article
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