Topic Description
Social and emotional well-being are two major focuses of modern education in young children. The carers attempt to ensure children develop consistently; however, the lack of parental involvement takes a toll on their mental state. Young students become isolated, reluctant to socialize, and unwilling to explore new information. Thus, it is vital to investigate how caregivers view the situation to stimulate families and other educators to participate in SEL initiatives.
The current knowledge concerning the chosen topic directly relates to the research question, as it provides a theoretical underpinning of the matter. The obtained material emphasizes the importance of promoting social-emotional learning (SEL) programs in preschools to enhance a child’s mental awareness of their expressive and communicative skills. As a result of topic exploration, the reader will receive the most recent updates in the field of social-emotional learning and tools for its improvement in family and educational environments.
Research Question
What are carers’ perspectives on early childhood social and emotional programs for their children in family and educational settings?
Annotated Bibliography
Arace, A., Prino, L. E., & Scarzello, D. (2021). Emotional Competence of Early Childhood Educators and Child Socio-Emotional Wellbeing. International Journal of Environmental Research and Public Health (International Journal), 18(14), 7633. Web.
Emotional competence is the ability to recognize one’s own emotions and feelings as well as those of others. Considering the growth of mental illnesses over the past five years among young children, it is essential to raise awareness regarding boosting emotional intelligence in schools. The researchers conducted a study to demonstrate that day-care providers can take on the role of dynamic stabilizers. The participants were identified as having a coaching style with secure attachment. It signifies that they give much attention to children abiding by personal boundaries.
In addition, the carers were found to possess decent social skills, which helped them establish contact with young infants. Meanwhile, the other participants – parents – showed a lower level of social-emotional awareness and complained of having struggles with communication with their kids. Such results demonstrate the need for creating educational programs to enhance the expertise of parents who require improvement in SEL.
Blewitt, C., Morris, H., O’Connor, A., Ifanti, A., Greenwood, D., & Skouteris, H. (2021). Social and Emotional Learning in Early Childhood Education and Care: A Public Health Perspective. Australian and New Zealand Journal of Public Health, 45(1), 17–19. Web.
The article explores Social and Emotional Learning (SEL) as a tool for developing children’s awareness of their psychological state and its impact on their surroundings. SEL has been identified as a primary tool helping develop communicative and expressive skills in educational settings. Young children must learn to perceive one another’s moods to communicate more effectively. It signifies that if one recognizes a specific emotion in a classmate’s behavior, one may respond to it consciously.
Paying attention to a child’s psychological well-being is indispensable to effective caring. Parents and educators can provide this care to enhance one’s social-emotional awareness. Exposure to SEL interventions in the educational process may considerably negate the detrimental effects of mental harm posed to children. In general, it is recommended that further research be conducted on this phenomenon, as children’s emotional states are increasingly exposed to numerous external threats, including social media and peer pressure.
Blewitt, C., O’Connor, A., Morris, H., Nolan, A., Mousa, A., Green, R., Ifanti, A., Jackson, K., & Skouteris, H. (2021).“It’s embedded in what we do for every child”: A qualitative exploration of early childhood educators’ perspectives on supporting children’s social and emotional learning. International Journal, 18(4), 1530. Web.
This study offers insight into curriculum-based social-emotional educational activities and their impact on one’s mental well-being. In addition, the researchers attempt to define carers’ interventions in their study to ensure their perspective on social-emotional learning is practical enough to implement it as a basis for education. The perspectives ofAustralian educators were taken into consideration when measuring the productivity of their approaches in a preschool environment. It has been established that social-emotional learning should be at the forefront of any curriculum for several reasons.
To begin with, it facilitates the improvement of the educator-child relationship in the educational setting, which is essential for further interaction with peers. Moreover, it fosters a better connection between students and their parents – they can easily communicate their feelings and thoughts, and never fear being expressive. Overall, the study aims to demonstrate that social and emotional skills are crucial in establishing relationships with others.
Cox, E., Walker, S., Blower, S., Sampaio, F., Bywater, T., & Richardson, G. (2022). The cost-effectiveness of a proportionate parenting programme for primary caregivers and their child: An economic evaluation using evidence from the E-SEE Trial. BMC Health Services Research, 22(1), 814. Web.
The selected research aims to evaluate the approximate costs of introducing SEL programs into the British curriculum. The education field provides one of the most expensive services alongside healthcare. Therefore, the program implementation costs are pretty high due to the amount of time and methods that need to be utilized.
The researchers conducted comparative research to demonstrate the differences in prices for parenting and caregivers’ programs. As a result, £458.50 was established as the price for parenting interventions, while the caregivers’ one equaled £446. Although the spread is not massive, it still impacts the perception of these two groups, as they remain key in a child’s social formation. It signifies that parents demand more attention from their children since the family is the primary institution. This fact imposes more obligations on parents rather than on caregivers. These people are educators who provide children with socializing experiences and teach them; however, they are not as impactful as parents.
Howard, S., Siraj, I., Melhuish, E., Kingston, D., Neilsen-Hewett, C., de Rosnay, M., Duursma, E., & Luu, B. (2020). Measuring interactional quality in pre-school settings: introduction and validation of the Sustained Shared Thinking and Emotional Wellbeing (SSTEW) scale. Early Child Development and Care, 190(7), 1017-1030. Web.
The lack of socialization is due to the era of mobile phones and the internet. Many studies have shown the negative impact of social media on children’s socio-emotional state. Nonetheless, socializing is the primary function of the two most significant institutions – family and education, while the evidence demonstrates that they lack integration. Current practice shows that effective communication is a result of high-quality interaction between individuals.
Family and school are pivotal sources aiming to developone’s social skills. The Sustained Shared Thinking and Emotional Wellbeing (SSTEW) was introduced to demonstrate the quality of interaction in educational and care settings. Six hundred sixty-nine children from Australian preschoolsunderwent the experiment, the aim of which was to demonstrate the positive impact of socio-emotional interaction between them and educators.The developed scale can be used as a tool for measuring interactional activity at schools and in families in order to identify strengths and weaknesses of interaction.
Seaman, H., & Giles, P. (2021). Supporting children’ssocial and emotional well-being in the early years: an exploration of practitioners’perceptions.Early Child Development and Care, 191(6), 861-875. Web.
The chosen source explores the perspectives of practitioners working in the field of early childhood education. Positive life-long outcomes can be achieved through intensive communication with children about their feelings and environment, and building a trustworthy relationship with them. The vitality of introducing socio-emotional developmental programs to preschools is conditioned by the fact that parents are not able to provide children with a full socialization experience.Specifically, when children reach the transition age of 7 years, parents and carers become anxious about containing their offspring’s emotions and moods. Therefore, parental programs need to be introduced in order to boost parents’ efficacy in contributing to their child’s social and emotional development.
Practitioners have identified several approaches supporting a child’s mental state. The first one refers to educating parents to support their children in any non-deviant activity directly. The second presumes to take a young student to a language and speech therapy class to ensure that they can express their thoughts explicitly. In general, all practices are directed toward reinforcing positive expressions of an offspring.