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41 3 Supporting children’s healthy socio-emotional development through play: Book of Beasties – the mental wellness card game Michelle Jayman and Phil Tottman Play in its variety of forms is intrinsically fun, rousing positive emotions which affect children’s wellbeing and mental health. In fact, play is considered such an essential component of children’s healthy development that it is recognised by the United Nations Convention on the Rights of the Child (UNCRC) as a right of every child (UN, 1989). Play has been broadly defined as any activity that
converge to suggest that predictors operate consistently across the distribution of the dependent variable but that language development is best seen as a mediator of the relation between social disadvantage and early parenting and later socio-emotional development. That said, it is important to acknowledge that these associations may be affected by the relationship between the person carrying out the observation of socio-emotional development, and specifically that a difference is commonly reported between the child’s parent and their teacher. Comparisons suggest that
-skilled occupations or stressful working conditions is more likely to be experienced by women with low educational attainment. In this regard, studying the heterogeneous effects of maternal employment on child behaviour may shed light on processes of cumulative (dis-)advantages in a very early phase of life. For our empirical analyses we use data from Growing Up in Scotland (GUS) and focus on behavioural problems at age eight, assuming that child behaviour and socio-emotional development is crucial for success in school and later life chances. Regarding information about mothers
Bristol, UK A growing literature connects childhood socio-emotional skills to adult socio-economic outcomes. But what explains differing levels of socio-emotional skills? Current theories consider parental investment and socialisation, but neglect the emotional and relational aspects of parenting. Attachment theory offers a model of the micro-level mechanisms that connect parenting processes and socio-emotional development intergenerationally. It has, however, tended to de-emphasise macro, contextual socio-economic factors. Through an extensive, integrative review
. Using high-quality and nationally representative data from the UK, we show that socially comparative parental competence beliefs are patterned by socioeconomic status and a range of related key characteristics. Apart from maternal educational level, we find psychological states, children’s cognitive and socio-emotional development, mothers’ ages, and ethnicity to be particularly powerful predictors of mothers’ competence beliefs. We extend existing research in four important ways. First, the figure of the young mother with low or no qualifications has long been a
that stands out concerns their use of quantile regression, which shows how associations that differ across a distribution may be masked when analysed through OLS analysis. I wonder how the development of children who have spent multiple months either out of school doing distance learning, or attending school but masked because of COVID-19 will be impacted in both their socio-emotional development and in their language development. Maximillian Weber’s (2022) paper on ‘Language skills in student essays: social disparities and later educational attainment’ is on a
, particularly sensitive to mastery experience and stressful academic tasks ( Phan, 2012 ; Peura et al, 2021 ). Overall, this article calls for the broader inequalities research community to further focus on SES inequalities in socio-emotional development, and how they develop in different national contexts. Notes 1 https://timss2019.org/reports/wp-content/themes/timssandpirls/download-center/classroom/T19_Ch11-student-attitudes.pdf . 2 Further information about the data can be found at https://www.education.gouv.fr/le-panel-d-eleves-2011-377924 , ‘Panel d
tailored service it offers; its provision has been adapted and its primary engagement is online. The intention is to benefit a wider reach of children and effectively meet their learning needs, encompassing both academic progress and socio-emotional development. Supporting New Digital Natives 142 The Red Balloon approach: theoretical underpinnings and Mantle of the Expert (MoE) The ethos of Red Balloon is rooted in education that places student voice at the centre of all learning, recognising the pluralism in children’s perspectives and the need to both hear and
direct impact on children’s academic attainment as well as socio-emotional development often leading to changes in behaviour which may escalate to school exclusion or truancy’ (Morgan & Leeson, 2019 : 507). Fellitti and colleagues ( 1998 ) show a correlation between adverse childhood experiences (ACE) and negative life outcomes, including addiction, imprisonment, low educational attainment, and poor health. Having a family member in prison is one of the nine broad ACEs, while the loss of income and stress of joblessness generated by criminalization or imprisonment
describe the lives of children in Hungary and to provide a comprehensive overview of child development and the factors that influence it. It focuses on a broad range of child outcomes across physical health and development, cognitive and socio-emotional development/well-being, educational performance and social mobility. The study also aims to identify the key factors that can alter child development, and to reveal the underlying mechanisms. In order to identify these factors, several indicators are measured: family and social environment; resources and social
