social emotional development
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Twice exceptional (2e) individuals are defined as exceptionally talented persons in one or more areas including academic skills, creativity, leadership, and visual arts accompanied by challenges in one or more areas such as reading, writing, and mathematics. This study aimed to present the views on the academic and social-emotional development of a gifted student with learning disabilities. This research was conducted as a case study by using qualitative research methods. The authors conducted semi-structured interviews with the mother, elementary school teacher, special education teacher, and the 2e student himself. The study concluded that the participants emphasized the adaptations that were made in schools for 2e students and the need for support from parents, peers, and teachers for 2e students as well as the necessity for cooperation between school and family.

Structural conditions in schools limit diverse exceptional learners' academic and social-emotional development and inhibit the professional growth of their teachers. Teachers and students are restricted by the current instructional model, which suggests that effective teachers lead all students through a uniform set of instructional experiences in service of objective mastery. This model assumes that diverse exceptional learners' success depends on access to the teacher-designed, one-right-way approach to the learning objective. This inflexible model prevents both the teacher and the student from co-constructing learning experiences that leverage their mutual strengths and support their mutual development. In this chapter, the authors argue that the Universal Design for Learning framework challenges the one-right-way approach, empowering teachers and students to leverage their strengths in the learning process. The authors recommend training teachers to use the Universal Design for Learning framework to design flexible instruction for diverse exceptional learners.

Educators address teaching and learning within multiple social contexts. Interpersonal relationships and communication are critical to both the teaching and learning processes and students' social-emotional development. The psychological and socio-emotional aspects of development attained through the teaching and learning process enable students to utilize the skills and knowledge to understand and manage emotions and set desired positive goals. The socio-emotional aspect helps to establish and maintain positive relationships with peers and society. This chapter addresses the problems in the field of teaching arising out of COVID-19, with a specific focus on the socio-emotional aspect of school-going children in India. This chapter provides an overview of different dimensions of the teaching and learning process in COVID-19. It brings forth a few recommendations to prevent the negative psychological and socio-emotional effects of COVID-19 on students and teachers.

ABSTRACT Objective: To screen children under 24 months of age for neuropsychomotor and social-emotional development in a municipality of the Brazilian semi-arid region, using the Survey of Well-Being of Young Children (SWYC) scale. Methods: This is a quantitative cross-sectional study with a non-probabilistic sample, involving children aged 1 to 24 months and their respective mothers, recruited from primary care services in the municipality of Picos, Piauí, Northeastern Brazil. The screening for neuropsychomotor and social-emotional development using the SWYC scale also provided information about the family context. In addition, we administered a questionnaire to assess the children’s demographic and socioeconomic factors. Descriptive data analysis was performed. Results: The sample consisted mostly of adult mothers (84.0%), with more than 8 years of schooling (83.3%), belonging to the C, D, and E socioeconomic classes (75.3%). The prevalence of suspected cases of delayed neuropsychomotor development and social-emotional changes was 12.7 and 42.2%, respectively. Conclusions: The results point to the existence of children at risk of delayed development, particularly in the social-emotional domain, reaffirming the need to adopt child development screening as a health service routine, with the implementation of appropriate intervention programs.

The purpose of this community service activity is to apply the role-playing method as an effort to improve the socio-emotional development of students. The activity was held on November 17, 2021 at Mustika Rini Karangnongko Kindergarten with a total of 8 participants. The activity method consists of 3 stages, namely preparation, implementation, and reflection. The results of the activities for each stage are: in the preparation stage, the team prepares tools and materials, and guides students to carry out various activities so that they are ready to play roles. At the implementation stage, the team guides students to do three types of activities. Activity 1: Make a chicken-shaped mosaic from egg shells. Activity 2: Cracking eggs and frying eggs into egg rolls. Activity 3: Role-play being a seller and buyer of egg rolls. At the reflection stage, a recall and follow-up plan are carried out. Aspects that are assessed for the social emotional development of students in this role-playing activity are courage, self-confidence, independence, and communication. The socio-emotional development of students, namely students who are able to play the role of being a seller and a buyer, has developed according to expectations (BSH).

Purpose –This study aims to analyze the correlation between the intensity of gadget use and the social-emotional development of children aged 48-72 months.Design/methods/approach – The Study uses quantitative research with a cross-sectional study. The sample includes 126 children using a simple random sampling technique at Al-Furqon Kindergarten and Bunda Ghifari Kindergarten Surabaya, Indonesia. The independent variable is the intensity of gadget use which is measured using a questionnaire. The dependent variable is the children’s social-emotional development as measured by the Questionnaire of Problems and Emotional Behavior.Findings – There is a significant correlation between the intensity of gadget usage and the social-emotional development of children aged 48-72 months (p-value < 0.05). High-intensity gadget use will increase their social-emotional development in the referral category, which means it requires treatment by the experts.Research implications/limitations - The result of this study supports the theory that high intensity of gadget usage on children will affect their social and emotional development. This study only focuses on children’s social and emotional development without examining another developmental variable that may affect the study results.Practical implications – Parents are expected to play a role in supervising and limiting the use of gadgets on children to avoid the negative impacts.Originality/value –This study contributes to the literature by showing the effect of gadget use on children’s social and emotional development. Paper type Research paper

Social-emotional development represents a main developmental domain proposed by the current curriculum for early education in Romania. The main aspects related to this domain are the proper initiation and maintenance of social interactions, the ability to identify and express emotions, to react adequately to the emotions expressed by others, and the self-concept development. Thus, in kindergarten, children learn what solidarity and responsibility for their own actions and for their own behavior mean and that they can control their behavior towards others. All these are essential for the individual wellbeing and learning outcomes, as well as for his future social integration. The Romanian curriculum for early education describes behavioral indicators related to the social-emotional development of children, which can be followed by educators within daily didactic activities. The current study describes the main highlights related to this developmental field found in the main document of the regulatory framework for the Romanian preschool education system. Taking the pandemic context into consideration, we can affirm that educators are required to reconsider the implications of the proper development of social-emotional skills more than before.

Emotion understanding facilitates the development of healthy social interactions. To develop emotion knowledge, infants and young children must learn to make inferences about people's dynamically changing facial and vocal expressions in the context of their everyday lives. Given that emotional information varies so widely, the emotional input that children receive might particularly shape their emotion understanding over time. This review explores how variation in children's received emotional input shapes their emotion understanding and their emotional behavior over the course of development. Variation in emotional input from caregivers shapes individual differences in infants’ emotion perception and understanding, as well as older children's emotional behavior. Finally, this work can inform policy and focus interventions designed to help infants and young children with social-emotional development.