International Journal of Academic Research in Business and Social Sciences,
Journal Year:
2023,
Volume and Issue:
13(18)
Published: Dec. 8, 2023
Understanding
the
relationship
between
prosocial
behaviour,
emotional
intelligence,
and
parent-child
attachment
is
crucial
for
future
research
into
maintaining
positive
social
relationships
promoting
adjustment,
particularly
in
young
children.
Therefore,
this
systematic
review
critically
explores
gaps
attachment,
intelligence
behaviour.
According
to
findings,
there
are
few
By
analysing
12
selected
articles,
current
study
identifies
categorises
four
themes:
influencing
factors,
populations
sampling,
methodology,
outcomes.
This
highlights
research,
including
insufficient
focus
on
multiple
mediators
moderators,
small
sample
sizes,
specific
population
contexts,
reliance
cross-sectional
designs,
overlooking
longitudinal
perspectives.
critical
areas
of
Addressing
these
essential
improve
understanding
complex
guide
research.
Infancy,
Journal Year:
2022,
Volume and Issue:
28(1), P. 158 - 186
Published: Aug. 22, 2022
Abstract
Variation
in
infants’
home
environment
is
implicated
their
cognitive
and
psycho‐social
development.
The
pandemic
has
intensified
variations
environments
through
exacerbating
socioeconomic
inequalities,
increasing
psychological
stressors
for
some
families.
This
study
investigates
the
effects
of
parental
(predominantly
maternal)
mental
health,
enriching
activities
screen
use
on
280
24‐
to
52‐month‐olds’
executive
functions,
internalising
externalising
problems,
pro‐social
behaviour;
with
status
social
support
as
contextual
factors.
Our
results
indicate
that
aspects
are
differentially
associated
children’s
Parents
who
experienced
sustained
distress
during
tended
report
higher
child
function
difficulties
at
follow‐up.
Children
spent
more
time
engaged
parents
showed
stronger
functions
competence
six
months
later.
Screen
levels
first
year
were
not
outcomes.
To
mitigate
risk
persistent
negative
this
‘pandemic
generation’
infants,
our
highlights
importance
supporting
parents’
health.
As
demonstrate
impact
investing
services
interventions
promoting
building
networks
likely
be
beneficial.
Neonatology,
Journal Year:
2024,
Volume and Issue:
121(4), P. 450 - 459
Published: Jan. 1, 2024
<b><i>Introduction:</i></b>
During
the
early
coronavirus
disease
(COVID-19)
pandemic
in
2020,
researchers
cautioned
about
potential
neuroinvasive
capability
of
virus
and
long-term
neurological
consequences.
Although
a
few
preliminary
studies
have
found
delayed
communication,
fine
motor,
problem-solving
skills
infants
after
COVID-19
infection,
there
continues
to
be
paucity
data
on
development
neonates
diagnosed
with
COVID-19.
<b><i>Methods:</i></b>
We
conducted
prospective
study
20
who
acquired
severe
acute
respiratory
syndrome
coronavirus-2
(SARS-CoV-2)
infection
during
first
wave
(April–July
2020).
At
18–24
months
corrected
age,
we
assessed
neurodevelopment
by
Bayley
Scales
Infant
Toddler
Development,
third
edition
(BSID-III),
along
growth,
hearing,
vision
evaluation.
<b><i>Results:</i></b>
The
mean
age
at
assessment
was
21
11
days
±
1
month
28
days.
developmental
delay
nearly
half
children
scores
below
one
standard
deviation
either
BSID-III
domains.
Mild
cognitive,
or
language
domains
9
(45%)
moderate
2
(10%).
Expressive
language,
receptive
were
predominantly
affected.
None
had
hearing
impairment,
blindness,
significant
growth
faltering
including
clinically
microcephaly.
composite
motor
significantly
lower
those
neurodevelopmental
(<i>p</i>
value
–
0.02,
0.000,
0.03,
respectively)
without
any
differences
their
characteristics.
<b><i>Conclusion:</i></b>
Neonates
infected
SARS-CoV-2
an
increased
risk
delays
expressive
age.
severity
is
mild.
Journal of family & child health.,
Journal Year:
2025,
Volume and Issue:
2(1), P. 20 - 29
Published: Jan. 2, 2025
Lockdown
restrictions
during
the
COVID-19
pandemic
had
a
negative
impact
on
many
aspects
of
people's
lives.
In
UK,
evidence
showed
higher
rates
stress
and
depression
among
parents
restrictions.
Disruption
to
early
years
education
affected
preschoolers'
language
cognitive
development,
associations
between
parental
health
child
behaviour
were
apparent.
The
longer-term
consequences
infants
born
restrictions,
who
are
now
approaching
school
age,
not
yet
known.
This
study
focused
parents'
retrospective
reflections
pandemic,
aimed
explore
effects
lockdown
children
families.
followed
retrospective,
qualitative
interview
design.
Recruitment
sampling
ensured
views
gathered
from
people
different
genders,
sexual
orientations,
birth/adoptive
status
geographic
areas.
Seventeen
participants
interviewed.
Three
overarching
themes
emerged:
navigating
antenatal
postnatal
care
alone;
difficult
decisions
when
caring
for
an
infant
long
shadow
family.
Major
issues
which
emerged
included
attending
appointments
–
in
some
cases
giving
birth
limited
care;
disrupted
leave;
changes
employment
strained
relationships.
event
future
should
accommodate
couples
same
household
more
pragmatically,
children's
developmental
checks
be
deprioritised.
Finally,
as
part
post-pandemic
provision,
in-person
consistent
provision
remain
vital
services
must
acknowledged
Journal of Early Childhood Research,
Journal Year:
2023,
Volume and Issue:
22(2), P. 238 - 257
Published: Nov. 28, 2023
Early
childhood
education
and
care
(ECEC)
settings
faced
significant
disruption
during
the
COVID-19
pandemic,
compromising
continuity,
stability
quality
of
provision.
Three
years
on
from
first
UK
lockdown
as
pandemic-era
preschoolers
enter
formal
schooling,
stakeholders
are
concerned
about
impact
children’s
cognitive
socioemotional
development,
especially
those
socioeconomically
disadvantaged
backgrounds.
Using
parent-report
data
171
children
aged
5
to
23
months
(
M
=
15
months)
in
March
June
2020
living
UK,
we
investigate
whether
previously
attested
positive
associations
between
ECEC
attendance
development
language
executive
functions
was
maintained
early
navigated
operational
challenges
over
full
year
pandemic.
In
response
concerns
‘school
readiness’,
analyse
relationship
communication,
problem-solving
personal-social
development.
associated
with
greater
growth
receptive
vocabulary
12-month
period.
less
advantaged
backgrounds,
also
expressive
vocabulary.
Our
suggest
a
similarly
association
communication
skills
backgrounds
all
children.
Overall,
results
that
had
sustained
learning
benefits
for
growing
up
pandemic
despite
ongoing
settings,
specific
affluent
home
environments.
As
progress
primary
school,
discuss
importance
adapting
their
conditions
adjusting
expectations
placed
them.
Jurnal Pendidikan Guru Sekolah Dasar,
Journal Year:
2024,
Volume and Issue:
1(3), P. 8 - 8
Published: May 31, 2024
Pengembangan
keterampilan
sosial
dan
emosional
pada
siswa
telah
menjadi
fokus
utama
dalam
bidang
pendidikan,
seiring
dengan
meningkatnya
pemahaman
tentang
pentingnya
aspek-aspek
non
akademis
kesuksesan
jangka
panjang.
Keterampilan
ini
meliputi
kemampuan
untuk
berempati,mengelola
stres,
berkolaborasi
orang
lain,
berkomunikasi
secara
efektif.
Penelitian
menunjukkan
bahwa
yang
memiliki
baik
cenderung
lebih
sukses
lingkungan
kehidupan
sehari-hari.
di
banyak
sekolah,
program
diintegrasikan
ke
kurikulum,
tujuan
membantu
mengembangkan
rasa
percaya
diri,
mengelola
emosi,
hubungan
interpersonal
sehat.
Program-program
seringkali
mencakup
kegiatan
berbasis
proyek,
permainan
peran,diskusi
kelompok,
latihan
mindfulness.
artikel
akan
mengeksplorasi
berbagai
pendekatan
strategi
dapat
digunakan
oleh
pendidik
siswa.
Selain
itu,
dibahas
pula
tantangan
peluang
penerapan
sekolah-sekolah,
serta
implikasi
panjang
bagi
perkembangan
Dengan
mendalam
psikologi
diharapkan
efektif
mendukung
holistik
siswa,
mereka
tidak
hanya
mencapai
keberhasilan
tetapi
juga
kesejahteraan
sosial.
Early Education and Development,
Journal Year:
2024,
Volume and Issue:
35(7), P. 1432 - 1460
Published: June 11, 2024
Research
Findings:
The
study
examined
the
development
of
children's
social-emotional
problems
between
2019
(T1)
and
winter
2021/22
(T2)
during
COVID-19
pandemic,
as
well
role
home
preschool
learning
environments.
sample
included
228
German
children
ages
3–7
years
at
T1
(MAge
=
5.13,
SD
0.79,
46%
female).
Results
showed
an
increase
in
emotional
T2,
which
was
more
pronounced
among
already
disadvantaged
groups
from
families
with
lower
income
educational
background.
Peer
increased
only
backgrounds.
climate
family
quality
environment
were
identified
protective
influences
for
peer
problems,
but
not
problems.
Practice
or
Policy:
policy
restrictions
implemented
to
slow
spread
virus
had
longer-lasting
consequences
(some)
functioning.
Efforts
should
be
undertaken
mitigate
such
detrimental
effects
by
supporting
children.
In
addition,
based
on
findings
regarding
importance
high-quality
interactions
prevent
social
children,
establish
conditions
staff
provide
childcare.
Social and Emotional Learning Research Practice and Policy,
Journal Year:
2023,
Volume and Issue:
3, P. 100022 - 100022
Published: Dec. 9, 2023
Media
and
technology
have
come
to
play
a
ubiquitous
role
in
children's
lives.
In
response,
researchers
continue
explore
the
impact
of
media
on
overall
health
development.
Since
COVID-19
pandemic,
our
paradigms
increasingly
shifted
from
asking
whether
is
influencing
experiences
how
child
Accordingly,
numerous
studies
using
varied
theoretical
frameworks
document
context,
content,
amount
use
influence
social–emotional
skill
This
perspectives
paper
collates
synthesizes
empirical
evidence
among
children
birth
age
12
address
question,
"What
are
ways,
positive
negative,
that
social
emotional
learning
(SEL)?"
Our
findings
point
toward
opportunities
mitigate
barriers
leverage
facilitators
support
development
as
we
progress
into
technology-driven
future.
