Child Development: Social And Emotional Aspects

Alwaely, S. A., Yousif, N. B., & Mikhaylov, A. (2020). Emotional development in preschoolers and socialization. Early Child Development and Care, 191(16), 2484-2493. Web.

This article focuses on the emotional maturity of children of preschool age and shares ideas on how to mitigate current issues with empathetic connections. Alwaely et al. point out that the lack of interactions with peers and parents is the primary source of emotional detachment and immaturity (Alwaely et al., 2020). This study can serve as the foundation for socially-oriented programs that will help children make friends and understand the emotions of others better. I agree with the authors’ conclusion and support their proposal to increase incentives to extend empathy channels among preschoolers.

Blair, C., McKinnon, R. D., & Daneri, M. P. (2018). Effect of the tools of the mind kindergarten program on children’s social and emotional development. Early Childhood Research Quarterly, 43, 52-61. Web.

The study on the Tools of the Mind program on the socio-emotional state of children gives an example of well-balanced study material. Researchers call for creating courses that improve cognitive abilities, as they play an essential part in self-regulation and understanding of others during social interactions (Blair et al., 2018). The Tools of the Mind program appears to improve students’ emotional regulation by promoting an analytical approach to others’ experiences. Although the authors agree that teachers’ expertise has a more significant role in this process, the article is credible and has practical implications. After learning about this program, I would more likely participate in it due to a perceived benefit for children who are engaged in analytical behavior that is seamlessly integrated into their regular lessons.

Berk, L. E. (2019). Exploring child development. Pearson.

The book provides an in-depth look into many aspects of early childhood development, specifically concerning the subject of improving children’s cognitive abilities. Berk explains both physical and mental changes occurring in the first eleven years of a child’s life. The source is highly useful in child development research, as the author links one’s body changes, such as brain functions, with learning capacities and requirements (Berk, 2019). The author of this book is a professor of psychology who has researched child development for more than thirty years, which implies that this textbook is reliable. After reading the book, I have gained a better understanding of the links between shifting educational approaches and children’s needs.

Lash, M. (2019). Perspectives on early childhood curricula. In C. P. Brown, M. B. McMullen, & N. File (Eds.), The Wiley handbook of early childhood care and education (pp. 261-278). Wiley.

The author of this chapter reviews the topic of creating a fitting learning program for preschool and kindergarten children. I found this text to be illuminating on the subject of experience versus objectives, as children indeed take information in despite their success or failure. The author concludes that there is no universal curriculum that is suitable for all children, as their environment inevitably influences their development and is heavily influenced by their culture, family beliefs, and personal capabilities (Lash, 2019). I believe that this source can help me to assess educational programs with greater efficiency, as the author’s insights provide an excellent perspective on stimulating children’s intellectual growth.

Haslip, M. J., & Gullo, D. F. (2018). The changing landscape of early childhood education: Implications for policy and practice. Early Childhood Education Journal, 46(3), 249-264. Web.

The journal article by Haslip and Gullo overviews the trends in early childhood education with a focus on finding a balance between developing practical and social skills. The authors state that child development can be improved by prioritizing children’s emotional well-being and their integration into society via a culturally-sensitive curriculum (Haslip & Gullo, 2018). I think that the paper properly reflects the current direction of child education and pinpoints the reasons that put children studying under improper curricula at a disadvantage. I agree that a shift from a result- to a process-oriented education is a necessary step.

Mondi, C. F., Giovanelli, A., & Reynolds, A. J. (2021). Fostering socio-emotional learning through early childhood intervention. International Journal of Child Care and Education Policy, 15(1). Web.

This paper analyzes the ways to incorporate the social and emotional development of a child into educational processes. It is impossible to set up a proper childhood development program without addressing the need to foster children’s social competence in different contexts (Mondi et al., 2021). This study focuses on programs and their outcomes and synthesizes the adequate approach to improving children’s ability to connect with others. I think that conclusions made by the authors must be used for creating next-generation curricula, as the impact of programs that include social adaptation can eradicate social disparities and long-lasting conflicts.

Lipscomb, S. T., Hatfield, B., Lewis, H., Goka-Dubose, E., & Abshire, C. (2021). Adverse childhood experiences and children’s development in early care and education programs. Journal of Applied Developmental Psychology, 72, 101218. Web.

The article provides a review of adverse outcomes that are common in early education programs. With at least 50% of children enrolled in such courses having negative experiences annually, the problem must be dealt with due to its effect on students’ future achievements (Lipscomb et al., 2021). I think that this list can serve as a focus for researchers to find and implement ways to alleviate the negative impact of these experiences. The authors propose monitoring changes in children’s academic performance and behavior to provide a timely response to the obstacles in their development (Lipscomb et al., 2021). I believe that the variety of learning programs may be adjusted to ensure that this process occurs naturally and signs of issues do not remain unnoticed.

Yoshikawa, H., Wuermli, A. J., Raikes, A., Kim, S., & Kabay, S. B. (2018). Toward high-quality early childhood development programs and policies at national scale: Directions for research in global contexts. Social Policy Report, 31(1), 1-36. Web.

This paper proposes the methods of updating the current child development systems with evidence-based practices. The researchers recognize the interdependence of factors that affect a child’s development, implying the need to improve all contexts in order to achieve better outcomes (Yoshikawa et al., 2018). The authors’ point of view on the need to improve relative systems’ infrastructure reflects the detrimental impact of outdated approaches on the organizational level. From this article, I have learned what the obstacles that prevent organizations from creating efficient child development programs are.