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Promotion of Children's Social-Emotional Learning and Development
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Promotion of Children's Social-Emotional Learning and Development

A special issue of International Journal of Environmental Research and Public Health (ISSN 1660-4601). This special issue belongs to the section "Children's Health".

Deadline for manuscript submissions: closed (30 September 2022) | Viewed by 15743

Special Issue Editors

Prof. Dr. Nina Sajaniemi

E-Mail Website
Guest Editor
Philosophical Faculty, School of Applied Educational Science and Teacher Education, University of Eastern Finland, P.O. Box 111, 80101, Joensuu, Finland
Interests: stress activation; self-regulation; early education environment; intervention; pedagogical sensitivity; interaction
Dr. Maryam Zarra-Nezhad

E-Mail Website
Guest Editor
Philosophical Faculty, School of Applied Educational Science and Teacher Education, University of Eastern Finland, P.O. Box 111, 80101, Joensuu, Finland
Interests: early childhood social-emotional learning and development; behavior problems; parenting
Dr. Carola Ray

E-Mail Website
Guest Editor
Folkhälsan Research Center, Topeliuksenkatu 20, 00250 Helsinki, Finland
Interests: children; energy-balance related behaviours;overweight and obesity; diet; physical activity; screen time; sleep; socio-ecological approach; self regulation skills; psychosocial and physical environment; parenting practices

Special Issue Information

Dear Colleagues,

Health and wellbeing are the bases for learning and adaptation to multiple present-day demands. Health and wellbeing are partly shaped by energy-balance-related behaviors (EBRBs), such as food consumption, physical activity (PA), sedentary behavior, and sleep patterns. Evidence suggests that self-regulation (SR)—the ability to regulate stress-induced behavior during emotionally loaded moments—is linked to EBRB well. In addition, SR is linked to behavior needed in learning throughout life. Genetically programmed development of SR skills is closely intertwined in environmental inputs. Social environment in particular molds behavior toward increasing the ability to monitor and manage emotions during a diversity of stressors.

The purpose of the current Special Issue is to increase knowledge about interconnections between EBRBs and SR and to share evidence on environments that boost or jeopardize the development of EBRB and SR abilities. In an optimal environment, responsible adults can recognize children´s emotional messages and respond to signs of emotional overload adequately. Numerous interventions promoting healthy EBRBs among children have been reported, but only lately have studies proposed that interventions should focus on simultaneous strengthening of children’s self-regulation skills.

Prof. Dr. Nina Sajaniemi
Dr. Maryam Zarra-Nezhad
Dr. Carola Ray
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. International Journal of Environmental Research and Public Health is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2500 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • stress activation
  • self-regulation
  • socioemotional learning
  • wellbeing
  • health

Published Papers (4 papers)

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Research

17 pages, 381 KiB  
Article
A Preliminary Evaluation of the Cultural Appropriateness of the Tuning in to Kids Parenting Program in Germany, Turkey, Iran and China
by Sophie S. Havighurst, Rachel Choy, Ayca Ulker, Nantje Otterpohl, Fateme Aghaie Meybodi, Forough Edrissi, Chen Qiu, Kathy Kar-man Shum, Alessandra Radovini, Dana A. Hosn and Christiane E. Kehoe
Int. J. Environ. Res. Public Health 2022, 19(16), 10321; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph191610321 - 19 Aug 2022
Cited by 3 | Viewed by 2057
Abstract
Background: Parenting interventions based on emotion socialization (ES) theory offer an important theoretically driven approach to improve children’s emotional competence and behavioral functioning. Whether such approaches are effective in different cultural contexts, and whether the methods of delivery used are appropriate and [...] Read more.
Background: Parenting interventions based on emotion socialization (ES) theory offer an important theoretically driven approach to improve children’s emotional competence and behavioral functioning. Whether such approaches are effective in different cultural contexts, and whether the methods of delivery used are appropriate and acceptable, is an important empirical question. This paper reports on the preliminary evaluation of an ES parenting intervention, Tuning in to Kids (TIK), in Germany, Turkey, Iran, and China. Pilot studies of TIK have been conducted in each country with mothers of 4–6-year-old children. Method: The current study used qualitative methods with thematic analysis to explore the cultural appropriateness of the program in each site. Results: Culture-specific challenges were found across all sites in changing parents’ beliefs about the value of encouraging children’s emotional expression and supportive emotion discussions. Emotion literacy of parents depended on their access to emotion terms in their language, but also to parents’ experiences with emotions in their family of origin and culture-related beliefs about emotions. Adaptations were required to slow the speed of delivery, to address issues of trust with parents in seeking help, and to provide more opportunities to practice the skills and integrate different beliefs about parenting. Conclusion: While this ES parenting intervention has been developed in a Western cultural context, slight adaptations to the delivery methods (rather than change to the content) appeared to contribute to cultural appropriateness. The next step will be to quantitatively evaluate these adaptations of TIK in the different countries using randomized controlled studies. Full article
(This article belongs to the Special Issue Promotion of Children's Social-Emotional Learning and Development)
11 pages, 417 KiB  
Article
Strengthening Emotional Development and Emotion Regulation in Childhood—As a Key Task in Early Childhood Education
by Ramona Thümmler, Eva-Maria Engel and Janieta Bartz
Int. J. Environ. Res. Public Health 2022, 19(7), 3978; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph19073978 - 27 Mar 2022
Cited by 2 | Viewed by 6415
Abstract
The following article deals with emotional development and the development of emotion regulation skills in children during early childhood education, focusing primarily on the importance of the early childhood teacher. Emotion regulation is important for success and wellbeing in further life. It is [...] Read more.
The following article deals with emotional development and the development of emotion regulation skills in children during early childhood education, focusing primarily on the importance of the early childhood teacher. Emotion regulation is important for success and wellbeing in further life. It is developed in interaction with parents as attachment figures. Teachers can also be important persons for the child in the context of bonding. This leads to the question of how early childhood teachers can support children learning to regulate their emotions. We analyze with the content analysis, four programs for promoting social and emotional skills that are currently used in Germany. The main question is if the programs include elements that increase teachers’ skills in supporting the children in regulating their emotions. The categories to analyze the programs are derived from theories of teacher-child interaction. In addition to programs for promoting emotional and social development, we will discuss aspects of shaping interaction as essential elements in promoting emotion regulation. The conclusion outlines some key implications for educational practice and the importance of developing professional behavior for qualitative teacher-child interactions. Full article
(This article belongs to the Special Issue Promotion of Children's Social-Emotional Learning and Development)
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16 pages, 735 KiB  
Article
Benefits of a Mindfulness-Based Intervention upon School Entry: A Pilot Study
by Adam Koncz, Ferenc Köteles, Zsolt Demetrovics and Zsofia K. Takacs
Int. J. Environ. Res. Public Health 2021, 18(23), 12630; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph182312630 - 30 Nov 2021
Cited by 6 | Viewed by 2745
Abstract
Background: mindfulness meditation is effective at fostering the executive functioning of children, i.e., the skills that play important roles in academic performance and social–emotional wellbeing. One possible mechanism for such an effect might be that meditation practices can decrease stress, especially if someone [...] Read more.
Background: mindfulness meditation is effective at fostering the executive functioning of children, i.e., the skills that play important roles in academic performance and social–emotional wellbeing. One possible mechanism for such an effect might be that meditation practices can decrease stress, especially if someone is at a risk for elevated cortisol levels, for instance, due to a stressful life event, such as starting school. Participants and methods: the present pilot study tested the effects of a six-session mindfulness intervention applied right after school entry compared to a passive control group. In total 61 first graders participated (Mage = 84.95 months, SD = 5.21) in this study from four classes of a primary school in Budapest. Repeated-measures ANOVA were performed to explore the effects on executive functioning skills and cortisol levels. Results: no effect was found on morning salivary cortisol levels, but the working memory capacities of girls significantly improved as a result of the intervention. Conclusions: a relatively short, story-based mindfulness intervention can improve the working memory capacities of first-graders; thus, it could potentially contribute to the academic performance and adaptation of children in schools. Full article
(This article belongs to the Special Issue Promotion of Children's Social-Emotional Learning and Development)
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17 pages, 1308 KiB  
Article
Training Early Childhood Teachers to Support Children’s Social and Emotional Learning: A Preliminary Evaluation of Roundies Program
by Ali Moazami-Goodarzi, Maryam Zarra-Nezhad, Maija Hytti, Nina Heiskanen and Nina Sajaniemi
Int. J. Environ. Res. Public Health 2021, 18(20), 10679; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph182010679 - 12 Oct 2021
Cited by 1 | Viewed by 3747
Abstract
(1) Background: Implementing social-emotional learning (SEL) programs in Early Childhood Education (ECE) settings is a promising approach that can strengthen overall development and well-being during childhood and into adolescence and adulthood. This study described the development, implementation, and preliminary evaluation of a universal [...] Read more.
(1) Background: Implementing social-emotional learning (SEL) programs in Early Childhood Education (ECE) settings is a promising approach that can strengthen overall development and well-being during childhood and into adolescence and adulthood. This study described the development, implementation, and preliminary evaluation of a universal SEL program, i.e., Roundies, in the Finnish ECE context to address the need for professional development opportunities. (2) Methods: The Roundies program was a quasi-experimental pre-test/post-test with intervention and control design. A total of 194 children were assigned to either the intervention group (n = 136) or control group (n = 58) (MAGE = 60.35 months at pre-test; 48% boys). Teachers rated the children’s behaviors using the Strength and Difficulties Questionnaire (SDQ) at the pre-and post-test. (3) Results: Feedback collected by teachers on the program suggested that teachers were highly satisfied with the overall program and the components. Multilevel models showed significantly increased prosocial behaviors and reduced SDQ total difficulties in the intervention group compared to the control group. (4) Conclusions: These preliminary findings provide evidence of the effectiveness of the Roundies program in improving teachers’ capacity to support early SEL. Full article
(This article belongs to the Special Issue Promotion of Children's Social-Emotional Learning and Development)
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