Key considerations in assessing young children’s emotional competence

Denham, Susanne A.; Ferrier, David E.; Howarth, Grace Z.; Herndon, Kristina J.; Bassett, Hideko H.

doi:10.4324/9780429444692-3

Cited by 30 publications

(9 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In total, five components of SEL were targeted throughout the 10-week intervention: prosocial behavior, problem solving, emotion regulation, emotion knowledge, and emotion expressiveness. These components were chosen as they have been highlighted in the literature as key components of SEL that result in positive development across the life course ( 24 , 25 ). See Table 1 for a complete breakdown of the weekly SEL activities.…”

Section: Methodsmentioning

confidence: 99%

“…As recommended by Denham et al ( 24 ), a battery of assessments were used to assess children's social and emotional competence from both the perspectives of the parent and direct child assessment. Emotional competence includes emotion expressiveness, emotional regulation, and emotional knowledge ( 31 ), and thus, all three of these skills were measured as part of the emotional competence measurement battery.…”

Section: Methodsmentioning

confidence: 99%

See 1 more Smart Citation

The Acceptability and Feasibility of a Preschool Intervention Targeting Motor, Social, and Emotional Development

et al. 2020

View full text Add to dashboard Cite

Background: Children and youth are facing three major challenges: (1) poor mental health, (2) physical inactivity, and (3) lack of school readiness. Fundamental movement skills (FMS) and social-emotional learning (SEL) are two developmental domains that are associated with each of these challenges. Currently, there is little focus on interventions that target both FMS and SEL. Thus, the purposes of this study were to: (1) examine the acceptability and feasibility of an FMS and SEL program (Move 2 Smile) and (2) assess the impact of Move 2 Smile on FMS and SEL in children. Methods: An exploratory, pilot study using a within-subjects design was conducted. Descriptive statistics were computed to assess the acceptability and feasibility of the Move 2 Smile program. Changes in FMS and SEL were analyzed using a paired sample t-test. A focus group was conducted with parents to gain feedback after the program ended. Results: Eleven children (four girls; M age = 50.56 months, SD = 8.63) participated, with families attending 80% of the sessions. The children and parents rated the enjoyment of the program 4.1/5 and 4.7/5, respectively. The instructor rated the children's perceived enjoyment 4.6/5 and feasibility of the sessions 4.7/5. Parents engaged in the FMS take-home activities once per week and the SEL activities three times per week. The intervention had a non-significant small to medium effect on FMS (d z = 0.42, p = 0.19), a significant large effect on social skills (d z = 1.38, p = 0.001) and emotion expressiveness (d z = 0.79, p = 0.03), and a non-significant small to medium effect on emotion knowledge (d z = 0.58, p = 0.10) and emotion regulation (d z = 0.44, p = 0.17). The results from the focus group suggest that parents and children enjoyed the program and that the program was useful and effective at impacting FMS and SEL. Conclusions: This intervention is one of the first to intentionally target both FMS and SEL. Children, parents, and instructors deemed this program as acceptable and feasible. These preliminary findings warrant future evaluations of Move 2 Smile, including a randomized controlled trial.

show abstract

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

The Acceptability and Feasibility of a Preschool Intervention Targeting Motor, Social, and Emotional Development

et al. 2020

View full text Add to dashboard Cite

show abstract

“…Not only does mixed-methodology improve the quality of findings by providing a broader perspective, but the limitations of one method can offset the strengths of another. Also, per Denham et al (2016), mixedmethodology is better for diverse populations. A combination of student-generated assessments, such as self-assessments and classwork, coupled with unobtrusive assessments, such as observations, can assure that data collection methods and analyses are culturally, linguistically inclusive and developmentally appropriate.…”

Section: He 1215mentioning

confidence: 99%

“…These outcomes, in addition to those mentioned above, are central to SEL and support many of the NHES. Further, research shows the best way to observe and understand students' SEC is in context and books can provide that context (Abrahams et al, 2019;Denham et al, 2016). This factor, along with the other benefits, made the use of fiction literature an ideal fit for our project.…”

Section: Introductionmentioning

confidence: 99%

A biblioguidance approach to understanding and developing adolescents' social-emotional competence in the health education classroom: a formative research study

Banas¹,

Valley

Chaudhri

2021

View full text Add to dashboard Cite

PurposeThough the benefits of social-emotional competence (SEC) are well-recognized, measuring it and designing appropriately matched interventions remains elusive and methodologically challenging. This paper shares formative research designed to uncover the SEC of one secondary school health teacher's students and to help her make evidence-based curricular and instructional decisions.Design/methodology/approachInspired by bibliguidance (or bibliotherapeutic) approaches to well-being, the researchers and teacher developed a fiction literature curriculum intended to foster SEC and health literacy skills. A mixed-method approach was used to gather and analyze data from 133 students and a teacher. A survey and journal entries embedded into the curriculum, and an interview were the sources.FindingsResults indicate the curriculum paired well with national standards for health education and a respected SEC framework; it also served well as a vehicle to reveal students' SEC. Students appeared to be competent in some areas and less in others, and there were differences between self-assessed and expressed competence.Practical implicationsBiblioguidance approaches to developing SEC in health education and other school subjects are worth continued investigation. The current results will be used to revise the curriculum and to develop supplemental materials.Originality/valueIn sharing the processes and findings, the authors hope teachers seeking to foster their students' SEC will replicate this work. Further, they hope health educators will gain recognition as the ideal professionals to deliver social-emotional learning instruction in schools.

show abstract

“…Yet, unquestionably, the grief, trauma and stigma suffered by a prisoner's child will have a detrimental effect on their education. It is well established that an unhappy child's capacity to learn is significantly reduced (Denham, Ferrier, Howarth, Herndon, & Bassett, ; Immordino‐Yang & Damasio, ), so it is little wonder that children of prisoners who might be desperately missing their parent, worried about them, or indeed fearful of the reactions of their peers will struggle to focus on their classroom tasks.…”

mentioning

confidence: 99%

Why we need to listen to children of prisoners

Brookes

2018

Euro J of Education

View full text Add to dashboard Cite

Key considerations in assessing young children’s emotional competence

Cited by 30 publications

References 1 publication

The Acceptability and Feasibility of a Preschool Intervention Targeting Motor, Social, and Emotional Development

The Acceptability and Feasibility of a Preschool Intervention Targeting Motor, Social, and Emotional Development

A biblioguidance approach to understanding and developing adolescents' social-emotional competence in the health education classroom: a formative research study

Why we need to listen to children of prisoners

Contact Info

Product

Resources

About