Journal articles on the topic 'Emotions in children – Study and teaching'
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1
Veraksa, Nikolay, Zlata Airapetyan, Evgenii Krasheninnikov-Khait, and Margarita Gavrilova. "Associations between emotional scaffolding, classroom quality and dialectical thinking support in kindergarten." Cypriot Journal of Educational Sciences 16, no. 5 (October 31, 2021): 2091–99. http://dx.doi.org/10.18844/cjes.v16i5.6224.
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Emotional scaffolding by the teachers of kindergarten children facilitates children's emotional well-being and contributes to their achievements in school. Our aim was to analyze the association between emotional scaffolding, dialectical thinking support and classroom quality. We used the Early Childhood Environment Rating Scale (ECERS-R), Dialectical Thinking Support (DTS) scale and Emotion Socialization Observation Scale (ESOS). The study involved 22 kindergarten groups attended by 6-7-year-old children and their educators who have worked with these children for several years. The actions of teachers aimed at emotional expressiveness modeling and teaching about emotions are positively associated with high-classroom and dialectical thinking support. We revealed for the first time associations between dialectical thinking support and emotional scaffolding in children. This suggests that the discussion of opposites and contradictions in objects and situations in the classroom environment and the study of them in the process of change is positively associated with emotion socialization.
Keywords: dialectical thinking; teaching about emotions; emotional scaffolding; preschoolers; quality of educational environment
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Fernandes, Carla, Ana F. Santos, Marilia Fernandes, António J. Santos, Kelly Bost, and Manuela Verissimo. "Caregivers’ Perceived Emotional and Feeding Responsiveness toward Preschool Children: Associations and Paths of Influence." Nutrients 13, no. 4 (April 17, 2021): 1334. http://dx.doi.org/10.3390/nu13041334.
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Although there is a large body of research connecting emotion to eating behaviors, little is known about the role of caregivers’ responses to children’s emotions in the context of child feeding. The purpose of this study was to analyze the relation between caregivers’ emotional responsiveness and feeding responsiveness. The mothers of 137 children between 2 and 6 years of age reported on their responses to children’s negative emotions using the Coping with Children’s Negative Emotions Scale and on their feeding practices using the Comprehensive Feeding Practices Questionnaire. The results showed that mothers’ supportive emotion responses (e.g., problem-focused, emotion-focused, and expressive encouragement reactions) tend to be positively associated with responsive feeding practices (e.g., encouraging, modelling, and teaching healthy food-related behaviors). Instead, mothers’ unsupportive responses (e.g., distress, punitive and minimization reactions) tend to be positively associated with nonresponsive feeding practices (e.g., food as reward or to regulate emotions, and pressure to eat) and negatively associated with responsive feeding practices. Our results suggest that emotional and feeding responsiveness may be intertwined and that differences in parent’s emotional responsiveness may translate into differences in their feeding styles, setting the stage for parents’ use of positive vs. negative feeding practices.
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Ding, Ruyi, Wei He, and Qian Wang. "A Comparative Analysis of Emotion-Related Cultural Norms in Popular American and Chinese Storybooks." Journal of Cross-Cultural Psychology 52, no. 2 (February 2021): 209–26. http://dx.doi.org/10.1177/0022022120988900.
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Storybooks written for young children contain rich information on emotions and act as important educational tools for children’s emotion socialization. The current study aims to investigate how cultural norms regarding emotions are portrayed in the narratives of popular storybooks across cultures. Thus, in this study, 38 bestselling Chinese storybooks written by Chinese authors and 42 bestselling American storybooks by European-American writers were compared. The narratives were coded with a focus on emotion-related content and further analysed using binary logistic regressions. The findings revealed that American storybooks were more likely to present positive (vs. negative) emotions, negative powerful (vs. negative powerless) emotions, and supportive (vs. unsupportive and teaching) responses to negative emotions than Chinese storybooks, but less likely to present social (vs. personal) themes, other-based (vs. self-based) attribution, and teaching (vs. supportive and unsupportive) responses to negative emotions. However, the results found no cultural variation in the prevalence of intrinsic (vs. extrinsic) interpersonal emotion regulation. The findings suggest that elements of emotion-related content coexist in both cultures although the relative salience of such content differs across cultures.
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Neo, Han Foon, Chuan Chin Teo, and Quan Fong Yeo. "Augmented reality emotion recognition for autism spectrum disorder children." F1000Research 10 (November 30, 2021): 1217. http://dx.doi.org/10.12688/f1000research.73522.1.
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Autism spectrum disorder (ASD) is a lifelong neurodevelopmental disorder that affects brain development. The prevalence of ASD is one in 68 children. Low social motivation is the main cause in developing social communication skills deficiency. As a result, it is becoming difficult for them to express themselves, to be able to manage social interactions, and they lack the ability to comfort others and even share their own feelings. This study aimed to design a mobile application based on augmented reality (AR) focusing on social interactions and communication aspect for children with ASD. The scope is in emotion recognition, which makes use of emotional icons to help them improve their social skills, more specifically on helping them to recognize various emotions. The emotions are represented by emojis inspired by Dr. Paul Ekman who has created the basic six emotions, namely happiness, sadness, disgust, fear, surprise, and angry. Additional emotions such as confound face, winking with tongue, cold sweat, blowing kiss, flushed, sleepy, disappointed, and winking are included. AR is able to gage the children’s attention when they view the animated emojis. The application enables the children with ASD to be more willing in recognizing different emotional expressions and improve their social skills by expressing their own feelings. The scope of the study is limited to emotion recognition. It is developed based on literature reviews without guidance of any certified ASD specialist. AR is an interactive technology that places digital information in our physical world in real time, providing precise registration in all three dimensions. Existing literature proved that the traditional face-to-face teaching methods have failed to increase the interest and ability of ASD children because the teacher has full control in the classroom. This study adds value to the existing works to incorporate AR as additional intervention in treating ASD children.
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Hadwin, Julie, Simon Baron-Cohen, Patricia Howlin, and Katie Hill. "Can we teach children with autism to understand emotions, belief, or pretence?" Development and Psychopathology 8, no. 2 (1996): 345–65. http://dx.doi.org/10.1017/s0954579400007136.
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AbstractPrevious studies have revealed a “theory of mind” impairment in children with autism. The aim of this study was to assess whether it is possible to intervene by teaching children with autism to understand the mental states of emotion, belief, or pretence. Results showed that it is possible to teach children with autism to pass tasks that assess emotion and belief understanding. Introducing unfamiliar materials in structurally similar tasks did not adversely influence teaching effects, either immediately after teaching, or 2 months later. However, teaching effects did not generalize to tasks in domains where children received no teaching. In addition, no significant progress in spontaneous pretend play resulted from teaching. These results indicate that children may be passing tasks using rules rather than any genuine understanding of the concepts involved.
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Ratcliffe, Belinda, Michelle Wong, David Dossetor, and Susan Hayes. "Improving Emotional Competence in Children With Autism Spectrum Disorder and Mild Intellectual Disability in Schools: A Preliminary Treatment Versus Waitlist Study." Behaviour Change 36, no. 4 (June 26, 2019): 216–32. http://dx.doi.org/10.1017/bec.2019.13.
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AbstractThis pilot study evaluated the effectiveness of delivering a new cognitive behavioural intervention package ‘Emotion-Based Social Skills Training (EBSST) for Children with Autism Spectrum Disorder (ASD) and Mild Intellectual Disability (ASD + MID)’ in schools. Fourteen school counsellors nominated 75 children (aged 7–13 years) with ASD + MID to receive 16 sessions of EBSST in groups of 3–8 children in their schools. Parent and teacher pre-post ratings of emotional competence (Emotions Development Questionnaire), social skills (Social Skills Improvement System Rating Scales) and mental health (Developmental Behaviour Checklist) were collected. Forty-three children received 16 sessions of EBSST and 32 children were allocated to the 9-month waitlist control group. Teachers and parents also received six EBSST training sessions in separate groups at school. Significant improvements in parent and teacher ratings of emotional competence were found at posttreatment among children in the EBSST group relative to controls; however, the results were not significant after the Bonferroni adjustment. Small to medium effect sizes were found. No difference in untrained social skills or mental health was observed. This study provides preliminary support for the utility of EBSST in teaching emotional competence skills for children with ASD + MID in schools and provides valuable pilot data for future research.
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Romero-Ayuso, Dulce, Beatriz Espinosa-García, Elena Gómez-Marín, Nicolás Gómez-Jara, Claudia Cuevas-Delgado, Irene Álvarez-Benítez, and José-Matías Triviño-Juárez. "A Pilot Study of Improving Self-Regulation and Social Interaction with Peers: An “Exciting School”." Children 9, no. 6 (June 3, 2022): 829. http://dx.doi.org/10.3390/children9060829.
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Social interaction skills are related to successful academic performance and mental health. One of the key elements of socio-emotional competence is self-regulation. The main aim of this study was to analyze the effect of a self-regulation program at a primary school on the social interactions of neurotypical children and children with special educational needs, from the teachers’ and parents’ perspectives. A pre-post study was conducted. The children (n = 107) followed 10 sessions, each one of 50 minutes, for ten weeks, between January and April 2021. To assess the changes in children’s social interaction, the Peer Social Maturity Scale was administered to the teachers. After the intervention, parents completed a questionnaire designed ad hoc to understand the effectiveness of children’s emotional self-regulation. The results showed a statistically significant improvement in peer interaction skills. The families were satisfied with the program, due to the improvement in their children’s knowledge about their own emotions and those of the other people, and the learning strategies to regulate their emotions. Likewise, parents indicated that it would be necessary to complement the program with teaching and emotional regulation strategies for them. The “Exciting School” program could help improve the social skills of school-aged children.
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Dunn, Alyssa Hadley, Ashley E. Moore, and Mary L. Neville. "“There Isn't an Easy Way for Me to Talk About This”: A Historical and Contemporary Examination of Emotional Rules for Teachers." Teachers College Record: The Voice of Scholarship in Education 122, no. 9 (September 2020): 1–36. http://dx.doi.org/10.1177/016146812012200915.
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Background/Context As grounding for our work, we consider the creation and development of the teaching profession as a particularly “feminine” role. We then briefly describe the contemporary context of schooling, particularly related to neoliberal accountability and its impact on teachers’ experiences. This comparison shows that the historical claims pertaining to women in the teaching workforce have modern-day equivalents, suggesting that the workforce and emotions pertaining to it are still heavily regulated and monitored. Purpose of Study The purpose of this study is to explore how teachers’ emotions are or are not supported and nurtured in an urban high school, contextualized by an exploration of what it means to work in a “feminized” profession that is increasingly subject to regulations that limit teachers’ autonomy and agency. Research Design Drawing on portraiture methodology and using interview and field note data from a case study on teacher morale in an urban high school, we advance a theory about the emotional rules of teaching in a neoliberal era. Findings We argue that teachers have been socialized into the emotional rules of the profession in ways that inhibit their expressions of so-called outlaw emotions, or negative emotions that certain groups have been taught not to exhibit. For some teachers, these emotions may manifest as vulnerability, shame, or burnout. Conclusions/Recommendations We conclude that emotional rules are embodied and that there are material consequences to the ways teachers are required to regulate their emotions. Teachers’ expressions of outlaw emotions should be viewed as courageous. Teachers’ vulnerability should be nurtured at both individual and institutional levels in order to build teacher community, reduce feelings of burnout and isolation, and ultimately (hopefully) reduce teacher attrition. Valuing the humanity and emotions of teachers is a critical step in ensuring humanity for all of our children.
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Leria Dulcic, Francisco José, Patricia Ester Sasso Orellana, and Roxana Nora Acosta Peña. "Características y capacidad de respuesta lingüística del habla afectiva de los educadores de párvulos al interior de la sala de clases." Revista Fuentes 3, no. 23 (2021): 268–79. http://dx.doi.org/10.12795/revistafuentes.2021.12943.
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Increasing attention is being given to early childhood educators’ verbal abilities due to its well-recognized role in teaching and learning by means of a plurality of meanings that are transmitted through them to children. Nevertheless, moderate interest has been devoted to the study of these abilities when addressing the affective domain in early childhood educators’ interactions with children. Therefore, this study identifies qualitative nodes of characteristic uses, meanings, and phrasings produced by these professionals and associated to the affective domain, to then access the degree of expertise in such communicational interactions with preschool children. Through a mixed cross-sectional design, twenty early childhood educators provided a large number of continuous audio-recordings while working in regular educational environments, to identify sentences that, by their phrasings, recall an affective connotation. The findings suggest 8 differential nodes of affective connotations: Positive emotions v/s Negative emotions; Teaching v/s Learning processes; Expression, distinguish, sharing and/or inhibition of emotions; Emotions before, during, and after behavior; Calls for attention, warnings, reprehension and praise; Touching and the body; Increasing, decreasing and normalizing language; and, educators’ own emotions. The degree of linguistic expertise was identified by experts and a blind sequential procedure, showing early childhood educators’ affective-speech is mostly limited to noticing children’s emotional experiences. The scope of these findings is briefly discussed taking into consideration future studies as well as its contributions to early childhood educators’ formative processes
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Dunn, Mandie Bevels. "Teaching literature following loss: teachers’ adherence to emotional rules." English Teaching: Practice & Critique 20, no. 3 (August 12, 2021): 354–67. http://dx.doi.org/10.1108/etpc-11-2020-0147.
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Purpose This study aims to explore how teachers changed literature instruction in English language arts (ELA) classrooms following personal loss, and identifies factors influencing those changes. The author argues teachers regulated their responses to literature according to emotional rules they perceived to be associated with the teaching profession. Understanding teachers’ responses helps educators, teacher educators and educational researchers consider what conditions and supports may be required for teachers and students to share emotions related to loss in authentic ways in ELA classrooms. Design/methodology/approach To examine changes teachers made in literature instruction following personal loss, the author conducted a thematic analysis of 80 questionnaire responses. Findings The author found teachers changed literature instruction related to three areas: teachers’ relationship to students, teachers’ instruction surrounding texts and teachers’ reader responses. Responses highlighted how teachers adhered to emotional rules, including a perception of teachers as authorities and caretakers of children. Teachers considered literature instruction to require maintaining focus on texts, and avoided emotional response unless it aided textual comprehension. Originality/value Scholars have argued for literature instruction inclusive of both loss experiences and also emotional response, with particular focus on students’ loss experiences. This study focuses on teachers’ experiences and responses to literature following loss, highlighting factors that influence, and at times inhibit, teachers’ authentic sharing of experiences and emotions. The author argues teachers require support to bring loss experiences into literature instruction as they navigate emotional response within the relational dynamics of the classroom.
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M. Ahim Sulthan Nuruddaroini, Syamsiah, Husin, and Abdul Rashid bin Abdul Aziz. "BUILDING CHILDREN'S INDEPENDENCE THROUGH PARENTS." Proceeding of The International Conference on Economics and Business 1, no. 1 (November 22, 2022): 226–36. http://dx.doi.org/10.55606/iceb.v1i1.158.
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Early childhood is also known as the golden age, in which the potential and abilities of the physical, cognitive, language, artistic, social-emotional, moral, religious, self-concept, self-discipline and independence develop. Therefore it is important if from an early age it is necessary to instill the value of independence in children. One of the factors that can influence the process of developing independence in children is parenting style. This study aims to determine the parenting style of parents in building children's independence, because the role of parents is very important in building independence in children. The research method used is library research or library research. The results of this study are through parenting parents are able to build children's independence, including in applying habits to children. The activities in building independence in children include, 1) Physical activity, namely getting children to do activities independently, for example brushing their teeth, eating, wearing their own clothes 2) Fostering a sense of self-confidence 3) Building a sense of responsibility such as training children to complete school assignments. 4) Getting used to disciplined attitudes such as getting disciplined children to come to school and 5) Socializing by giving children the opportunity to interact with their friends who were initially shy to become brave. 6) controlling emotions by teaching children to be patient when their wishes are not fulfilled. wearing own clothes 2) Growing self-confidence 3) Building a sense of responsibility such as training children to complete school assignments. 4) Getting used to disciplined attitudes such as getting disciplined children to come to school and 5) Socializing by giving children the opportunity to interact with their friends who were initially shy to become brave. 6) controlling emotions by teaching children to be patient when their wishes are not fulfilled. wearing own clothes 2) Growing self-confidence 3) Building a sense of responsibility such as training children to complete school assignments. 4) Getting used to disciplined attitudes such as getting disciplined children to come to school and 5) Socializing by giving children the opportunity to interact with their friends who were initially shy to become brave. 6) controlling emotions by teaching children to be patient when their wishes are not fulfilled.
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Cassinda-Vissupe, María Domingas, Lisandra Angulo-Gallo, and Vivian Margarita Guerra-Morales. "Características de la expresión emocional en los escolares primarios y su manejo desde la perspectiva del personal docente-educativo." Revista Electrónica Educare 21, no. 1 (December 6, 2016): 1. http://dx.doi.org/10.15359/ree.21-1.19.
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The research aimed to characterize the emotional expression of primary school children, events linked to its manifestation and its management from the perspective of the teaching staff. For this descriptive exploratory study, a non-probabilistic sample of 53 teachers from various primary schools was conformed. The study was carried out by using the analysis of documents, interviews and observation, and implementing the content analysis for interpretation. Teachers identified a predominance of pleasant emotions in school, mainly joy. The main unpleasant emotions were anxiety and anger. In the school context, the unpleasant emotions were associated with the activities and the academic demands; in the family, with conflict and little family support, fundamentally. The principal drivers of pleasant emotions in school are the group acceptance, teacher professionalism and recreation; the latter is also present in the family, together with the support, dedication and harmonious coexistence. The professor says not to possess the necessary theoretical and methodological training to direct the emotional education of their students, although they recognize its importance. It is very important to provide a more solid training that allows them to know, understand and regulate their emotions as well as enhance the emotional development of their students, creating an emotional environment which facilitates the process of learning.
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D’Aurizio, Giulia, Daniela Tempesta, Gennaro Saporito, Francesca Pistoia, Valentina Socci, Laura Mandolesi, and Giuseppe Curcio. "Can Stimulus Valence Modulate Task-Switching Ability? A Pilot Study on Primary School Children." International Journal of Environmental Research and Public Health 19, no. 11 (May 25, 2022): 6409. http://dx.doi.org/10.3390/ijerph19116409.
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Executive functions and emotional processes follow a time-dependent development that reflects the brain’s anatomo-functional maturation. Though the assessment of these cognitive functions is largely examined, in children the role of emotions in the mental set-shifting is still rarely investigated. The aim of this study was to assess how attention shifting can be modulated by the valence of emotional stimuli. To this end, sixty-two primary school children were tested with a new emotional task-switching paradigm obtained by manipulating the emotional valence and physical features of the stimulus pool. Thus, two tasks were alternatively presented: the Valence task and the Color task. Based on executive performance results, we found a lengthening of response times and a lower accuracy in the emotionally connoted task (Valence task), compared to the neutral task (Color task). The data demonstrate that the processing of emotional stimuli modulates the task-switching performance during development. These findings could help in the implementation of teaching strategies that can promote the development of executive functions and, therefore, functionally improve the overall academic performance of children. Finally, a better understanding of the developmental trajectories of executive functions can help neuropsychologists both in the early diagnosis and treatment of potential executive alterations.
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Gasah, Magrizef, Aslina Baharum, Nurul Hidayah Mat Zain, Suhaida Halamy, Rozita Hanapi, and Noorsidi Aizuddin Mat Noor. "Evaluation of positive emotion in children mobile learning application." Bulletin of Electrical Engineering and Informatics 9, no. 2 (April 1, 2020): 818–26. http://dx.doi.org/10.11591/eei.v9i2.2073.
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This paper presents the evaluation of positive emotion in children's mobile learning applications. The mobile learning application is a teaching aid that can help students to self-study and increase the students’ interest in learning especially children. This paper will discuss how mobile learning application affects the children interest in school. The evaluation method implemented to evaluate the rate of positive emotion elicited by the children using mobile learning applications was a mixed method of qualitative and quantitative methods. Since emotion can be either negative or positive, the identification of a proper method or perspective was required to prove that positive emotion was really elicited. Next, the data was collected through the children’s assessment score, Electroencephalograms (EEG) device, Emotion identification using micro-expression (facial expression), Kort Scale and interview to confirm the positive emotion felt by the students. The result shows that all five perspectives or methods have shown that positive emotion is produced. It is found that the Mobile learning application can really trigger the children’s positive emotions.
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Lanciano, Nicoletta. "Teaching/Learning Astronomy at the Elementary School Level." International Astronomical Union Colloquium 162 (1998): 133–38. http://dx.doi.org/10.1017/s0252921100114952.
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There are those who argue that children have little familiarity with the sky and that the study of astronomy should be put off until they're older. We believe, on the other hand, that children have an intimate daily rapport with the sky, the sun and moon especially, based on genuine affection for these celestial bodies which is often expressed in their fantasies, reminiscent of ancient mythology and present-day primitive cultures. Their initial conceptions of celestial objects and phenomena bring to mind ancient philosophical conceptions and the kind of erroneous thinking induced by present-day culture and mass media, and make us aware of how difficult it is to develop personal perceptions and of the powerful emotions that prevent or inhibit us from building new ones.
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Xia, Ting, and Zongrun Li. "Behavioral Training of High-Functioning Autistic Children by Music Education of Occupational Therapy." Occupational Therapy International 2022 (September 24, 2022): 1–10. http://dx.doi.org/10.1155/2022/6040457.
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Autistic children, also known as “children from the stars”, have been discovered for more than half a century, but there is still no unified conclusion on the diagnosis, causes, manifestations, and education of autism. The current theory and practice suggest that there is a need to improve the treatment and education of these children. According to existing theories and practices, most autistic children show a special interest in music, and music is very effective in the treatment of autistic children, and through musical activities, children with autism can improve their language, social and emotional, cognitive, and sensorimotor development. In this paper, we record and observe the music classes of children with autism. We select two classes with a total of seven children with autism as the observation subjects in the music classes, record the changes in various aspects and behavioral performance of these seven children with autism in the music activities, and analyze and summarize them. The main purpose of this study is to analyze and summarize how the three major music teaching methods are implemented in the music classroom for autistic children and how they can help autistic children with different characteristics. In the end, we summarize the main problems of music teaching for autistic children found in practice and try to make some suggestions, hoping to provide reference for scholars who study music education for autistic children. The music teaching activities were effective in improving the children’s joint attention, movement imitation, rhythm imitation, and cooperation ability, and all three children improved to varying degrees, fulfilling the goals of the teaching activities. The behavioral analysis of the three children during the teaching activities showed that the three children improved their ability to sit comfortably, awareness, musical ability, and rule awareness and reduced inappropriate behaviors and bad emotions, which proved that music education could improve the social and cognitive skills of the children.
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Conti, Daniela, Carla Cirasa, Santo Di Nuovo, and Alessandro Di Nuovo. "“Robot, tell me a tale!”." Interaction Studies 21, no. 2 (May 20, 2020): 220–42. http://dx.doi.org/10.1075/is.18024.con.
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Abstract Robots are versatile devices that are promising tools for supporting teaching and learning in the classroom or at home. In fact, robots can be engaging and motivating, especially for young children. This paper presents an experimental study with 81 kindergarten children on memorizations of two tales narrated by a humanoid robot. The variables of the study are the content of the tales (knowledge or emotional) and the different social behaviour of the narrators: static human, static robot, expressive human, and expressive robot. Results suggest a positive effect of the expressive behaviour in robot storytelling, whose effectiveness is comparable to a human with the same behaviour and better when compared with a static inexpressive human. Higher efficacy is achieved by the robot in the tale with knowledge content, while the limited capability to express emotions made the robot less effective in the tale with emotional content.
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Iuga, Floarea, and Emanuel Sebastian Turda. "The Impact of Puppet Theatre Among Preschoolers Socio-Emotional Abilities Development." Educatia 21, no. 22 (May 6, 2022): 72–80. http://dx.doi.org/10.24193/ed21.2022.22.08.
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"In general, undesirable behaviors of people and particularly of children occur due to a lack of socioemotional skills and competences. The training and development of these skills begins in the family environment, the first environment with which the preschooler came into contact. However, preschool is the period of accelerated development on all levels: physical, cognitive and socioemotional. These periods develop the basic skills (cognitive, emotional and social) so necessary for adaptation to adult life. From the moment when children are received in kindergarten, the teacher must model their teaching discourse and behavior, in order to establish a network of appropriate and secure social relationships, in which each participant (child) to feel valued and confident, to express his inner experiences: thoughts, emotions, desires, motivations and so on. The aim of this study was to implement and test the effectiveness of an educational intervention program based on puppet theatre in order to develop emotional abilities (recognition of personal and other people’s emotions) and social abilities (social interaction, problem solving, respect for rules and tolerance). The results showed that puppet theatre contributes statistically significantly to the development of socio-emotional abilities in preschoolers, and after calculating the effect size, a strong effect was demonstrated for emotional expressiveness, regulation of socio-emotional response, empathy, self-image and cooperation, and in terms of social interaction the proposed intervention program had a medium effect."
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Bekerman, Zvi, and Michalinos Zembylas. "The Emotional Complexities of Teaching Conflictual Historical Narratives: The Case of Integrated Palestinian-Jewish Schools in Israel." Teachers College Record: The Voice of Scholarship in Education 113, no. 5 (May 2011): 1004–30. http://dx.doi.org/10.1177/016146811111300505.
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Background/Context Emotions often accompany discussions of ethnic matters, yet there have been few sustained investigations in education of how, and with what implications, emotional responses are (de)legitimized in the classroom, especially when conflicting historical narratives are involved. Emotions have remained in the margins of educational research about the ways in which historical narratives are dealt with in schools, or at best, they are regarded as epiphenomena rather than constitutive components in teaching practice. Purpose/Objective/Research Question/Focus of Study The main objective of this article is to help us better understand how both emotions and historical narratives are constituted and operate interactively at the level of both the individual and the social-political structures within school and the wider society. The particular event on which we focus the present analysis—a classroom activity on the death of Yasser Arafat—was chosen because it is representative of multiple other events in which similar phenomena were identified. Its analysis offers insights into how those involved in education (even in the context of integrated schools) draw selectively from formal and informal sources to support their emotional identification and sense of belonging within their particular political, national, and religious communities. Research Design The events presented are based on rich data gathered from a long-standing ethnographic research effort in the context of the Palestinian-Jewish integrated bilingual schools in Israel. Conclusions/Recommendations We highlight two main implications of the analysis developed in this article. The first concerns the importance of teachers critically analyzing the emotional discourses/practices through which historical narratives are authorized by, implied by, and embodied in schools; this position also entails the recognition that such discourses/practices have consequences for the ways in which affective spaces and communities are constituted within the classroom and beyond. The second is that the findings of this study concerning the teaching of controversial issues in the classroom suggest an imperative need among teachers working with multiethnic children to increase their competence in dealing with conflicting historical narratives at both the cognitive and emotional levels. This competence can be partly developed through preservice and in-service teacher education that pays attention to the emotional complexities of teaching conflicting historical narratives.
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Panggabean, Trie Tifany Natasha. "Strategi Komunikasi Verbal dan Nonverbal Guru terhadap Anak Didik Autis di Yayasan Tali Kasih Medan." JURNAL SIMBOLIKA: Research and Learning in Communication Study 5, no. 1 (April 23, 2019): 44. http://dx.doi.org/10.31289/simbollika.v5i1.2374.
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This paper discusses the teacher's verbal and nonverbal communication strategies towards autistic students at the Tali Kasih Foundation. Autistic children have strange behaviors that don't seem to care about their surroundings and tend to be alone as if they live in a different world. This behavior occurs because of nerve damage in the part of the brain that results in impaired social abilities, unstable emotions and speech disorders. Tali Kasih Foundation is a school that provides therapeutic services for autistic children. The purpose of this study was to describe the teacher's verbal and nonverbal communication strategies towards autistic students at the Tali Kasih Foundation and to describe the scattering in teaching autistic children. This study used a descriptive qualitative research method with an analysis of teacher verbal and nonverbal communication. The method of data collection is obtained by participant observation and interviews. The technique of determining informants purposively, the main informants in this study were teachers who had teaching experience of at least a year at the Tali Kasih Foundation. An important finding that can be seen from this research is that the teacher's verbal and nonverbal communication strategies influence the acceptance of program material messages on autistic children and the way teachers deal with obstacles in teaching autistic children to determine the teaching outcomes that have an impact on their development.
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陳則銘, 陳則銘, 胡中凡 Che-Ming Chen, 鳳華 Jon-Fan Hu, and 羅雅芬 Hua Feng. "自閉症譜系障礙兒童在靜態情境下情緒辨識表現及眼動研究." 特殊教育學報 55, no. 55 (June 2022): 081–116. http://dx.doi.org/10.53106/207455832022060055003.
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<p>自閉症譜系障礙者的臨床症狀之一是欠缺解讀他人情緒線索的能力。過往眼動儀之相關研究以探究自閉症譜系障礙兒童在單純臉孔的情緒辨識表現為主，鮮少針對社會情境的刺激素材來了解自閉症譜系障礙兒童的眼動凝視型態。本研究的主要目的是以眼動儀了解自閉症譜系障礙兒童與一般發展兒童在靜態情境下的情緒材料的辨識力與凝視型態之表現。本研究共招募21名自閉症譜系障礙兒童作為實驗組，搭配21名學前一般發展兒童作為對照組，年齡介於四至七歲，實驗的素材為具生態特性情境下的五種情緒照片(高興、難過、生氣、害怕，以及驚訝)，依變項為五種情緒之情緒辨識的正確率，以及在不同興趣區間的凝視時間。研究結果顯示：在靜態情境下的情緒辨識表現中，整體情緒及個別之高興、難過、生氣、害怕等情緒，自閉症譜系障礙組的辨識正確率皆顯著低於一般發展組；只有在驚訝的情緒辨識表現上，二組受試者的辨識正確率沒有達顯著差異。在凝視時間的表現中，自閉症譜系障礙組與一般發展組於情境中各興趣區的平均凝視總時間呈現顯著差異；但，在驚訝情緒中，組別與各興趣區則無顯著差異。最後依據研究結果與發現，提供對自閉症譜系障礙兒童的情緒辨識研究與教學之建議。</p> <p> </p><p>One core characteristic of individuals with autism spectrum disorders (i.e., ASD) is difficulties in social interaction, which affect their understanding of others’ emotions and lead to dysfunction in social life. The present study used an eye-tracking technique to examine performance of emotional recognition and AOI gaze pattern of the emotional stimuli under the static condition among 21 children with ASD and 21 without, ranging from four to seven years of age. The dependent variables included the number of correct responses in labeling the emotions- happy, sad, anger, fear, and surprise in the static condition and their AOI gaze duration. The results revealed that when presenting the static pictures of happy, sad, angry, and fear, the mean scores of correct responses among children with ASD were significantly lower than that of their typically developing counterparts. However, no difference was found between the two groups for the emotion of surprise. Likewise, a significant difference was uncovered between the two groups in AOI gaze duration for all emotions except for the surprise emotion.The present study offers recommendations for teaching children with ASD about emotions and a new direction for future research.</p> <p> </p>
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Duh, Matjaž. "Art Appreciation for Developing Communication Skills among Preschool Children." Center for Educational Policy Studies Journal 6, no. 1 (March 31, 2016): 71–94. http://dx.doi.org/10.26529/cepsj.105.
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In the contemporary process of teaching fine arts, children’s own creative expression and art appreciation are used to encourage learners towards both perception and reception; consequently, the evaluation and internalization of works of art play an equally important role. In a qualitative empirical research study that takes the form of a case study, we studied theresponse of children to works of art and their demonstrated communication skills in this. The results have shown that children respond to works of art on multiple levels. With non-standardized narrative group interviews, we observed children’s associations. Children perceived and internalized the given artworks and also put their emotions into words. The study hasshown that systematic development of art appreciation among pre-school children can have a positive impact on their communication skills.
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Rathod, Manish, Chirag Dalvi, Kulveen Kaur, Shruti Patil, Shilpa Gite, Pooja Kamat, Ketan Kotecha, Ajith Abraham, and Lubna Abdelkareim Gabralla. "Kids’ Emotion Recognition Using Various Deep-Learning Models with Explainable AI." Sensors 22, no. 20 (October 21, 2022): 8066. http://dx.doi.org/10.3390/s22208066.
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Human ideas and sentiments are mirrored in facial expressions. They give the spectator a plethora of social cues, such as the viewer’s focus of attention, intention, motivation, and mood, which can help develop better interactive solutions in online platforms. This could be helpful for children while teaching them, which could help in cultivating a better interactive connect between teachers and students, since there is an increasing trend toward the online education platform due to the COVID-19 pandemic. To solve this, the authors proposed kids’ emotion recognition based on visual cues in this research with a justified reasoning model of explainable AI. The authors used two datasets to work on this problem; the first is the LIRIS Children Spontaneous Facial Expression Video Database, and the second is an author-created novel dataset of emotions displayed by children aged 7 to 10. The authors identified that the LIRIS dataset has achieved only 75% accuracy, and no study has worked further on this dataset in which the authors have achieved the highest accuracy of 89.31% and, in the authors’ dataset, an accuracy of 90.98%. The authors also realized that the face construction of children and adults is different, and the way children show emotions is very different and does not always follow the same way of facial expression for a specific emotion as compared with adults. Hence, the authors used 3D 468 landmark points and created two separate versions of the dataset from the original selected datasets, which are LIRIS-Mesh and Authors-Mesh. In total, all four types of datasets were used, namely LIRIS, the authors’ dataset, LIRIS-Mesh, and Authors-Mesh, and a comparative analysis was performed by using seven different CNN models. The authors not only compared all dataset types used on different CNN models but also explained for every type of CNN used on every specific dataset type how test images are perceived by the deep-learning models by using explainable artificial intelligence (XAI), which helps in localizing features contributing to particular emotions. The authors used three methods of XAI, namely Grad-CAM, Grad-CAM++, and SoftGrad, which help users further establish the appropriate reason for emotion detection by knowing the contribution of its features in it.
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Hildenbrand, Aimee K., Kathleen J. Clawson, Melissa A. Alderfer, and Meghan L. Marsac. "Coping With Pediatric Cancer." Journal of Pediatric Oncology Nursing 28, no. 6 (November 2011): 344–54. http://dx.doi.org/10.1177/1043454211430823.
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Pediatric cancer patients and their families face significant physical, emotional, and psychosocial challenges. Few studies have investigated how children manage these challenges and how parents may help in the process. This qualitative study aimed to explore common cancer-related stressors for children and to examine child coping and parental assistance in coping with these stressors during treatment. Fifteen children undergoing cancer treatment and their parents participated in semistructured interviews. Four themes emerged capturing cancer-related stressors: cancer treatment/side effects, distressing emotions, disruption in daily routines, and social challenges. Six themes emerged regarding child coping strategies that were classified within an approach/avoidance coping framework. Approach coping strategies included the following: cognitive restructuring, relaxation, practical strategies, seeking social support, and emotional expression. Distraction was the only avoidant coping strategy. Parents tended to encourage approach coping strategies (eg, cognitive restructuring, social support). Within families, few coping strategies were reported (child: M = 1.47, SD = 0.99; parent: M = 3.33, SD = 1.18), suggesting that early family-based interventions teaching coping techniques for cancer-related stressors may be beneficial.
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Elais Retnowati, Siti Nuraini Purnamawati,. "PELAKSANAAN KURIKULUM PEMBELAJARAN MENGELOLA EMOSI DAN PERILAKU BAGI SISWA SEKOLAH DASAR SEKOLAH LUAR BIASA BAGIAN G RAWINALA JAKARTA TIMUR." Perspektif Ilmu Pendidikan 31, no. 2 (October 31, 2017): 72–80. http://dx.doi.org/10.21009/pip.312.2.
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Many parents and communities are sending children with special needs to the regular schools of inclusiveeducation providers rather than SLB. This study aims to obtain information about the curriculum in theimplementation of learning to manage emotions and behavior for elementary school students Special School (SLB)section G (have more than one special needs) Rawinala East Jakarta. This research uses a descriptive method. Thefocus of this study is the implementation of learning to manage emotions and behavior in students aged 7 to 12years in SLB G Rawinala. Research contexts include curriculum currently used by SLB G Rawinala, the existenceof learning to manage emotions and behavior for learners ages 7 to 12 years, learning objectives, methods used,materials taught, learning media. The results show that learning to manage emotions and behaviors are integratedinto classroom learning, the goal is that learners can control themselves when their emotions explode. The learningmethod is individual. The material in teaching is dependent on the needs and conditions of the learners. Learningmedia used are objects that can be touched by them and not dangerous. Evaluation of learning using instrumentsdeveloped by International Perkins Institutions.Keywords: SLB G, curriculum, learning to manage emotions and behavior
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Klopfer, Kristina M., Katreena Scott, Jennifer Jenkins, and Joe Ducharme. "Effect of Preservice Classroom Management Training on Attitudes and Skills for Teaching Children With Emotional and Behavioral Problems: A Randomized Control Trial." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 42, no. 1 (November 9, 2017): 49–66. http://dx.doi.org/10.1177/0888406417735877.
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Childhood emotional and behavioral problems are prevalent in elementary classroom settings, making it imperative that high-quality, efficacious training be available to support teachers in managing disruptive and distressed child behaviors. Our study used a randomized control design to examine the impact of 36 hours of preservice education targeted at improving the attitudes of teachers toward children with emotional and behavioral difficulties, and developing their skills in using proactive and preventative strategies to address anticipated behavioral challenges. Eighty-two preservice teachers were randomly assigned to an elective course on management of emotional and behavioral problems (50 teachers) or to an alternate elective of their choice (32 teachers). Results highlight the positive influence of targeted preservice instruction; specifically, there were medium to large posttest effect size differences between preservice teachers who received this elective as compared with those who did not on measures of teachers’ use of psychological pressure (e.g., teacher disappointment and shaming; d = 0.76), their positive emotions ( d = 0.69), negative reactions ( d = 1.05), and their use of proactive strategies ( d = 1.43 and 1.59), inadequate strategies ( d = 0.73), and reactive strategies ( d = 1.01) in response to challenging child behaviors in simulated classrooms. No significant intervention-related differences were noted in preservice teacher self-efficacy, endorsement of rules and control, warmth and support, or negative beliefs. Overall, results provide promising evidence that preservice training can effectively affect the immediate attitudes and skills of teachers for supporting children with emotional and behavioral problems in a regular classroom context.
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Chang, Wen-Lung, Erdong Wang, Yi-Mei Chen, Xiaolan Ma, Tzu-Yuan Chang, Xiaochan Li, Linli Zhu, et al. "STUDY ON THE RELATIONSHIP BETWEEN REARING STYLE, INTERPERSONAL COMMUNICATION ABILITY AND EMOTION REGULATION OF JUNIOR MIDDLE SCHOOL STUDENTS WITH HEARING IMPAIRMENT." International Journal of Neuropsychopharmacology 25, Supplement_1 (July 1, 2022): A2—A3. http://dx.doi.org/10.1093/ijnp/pyac032.002.
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Abstract Background In recent years, china has paid more and more attention to the status and role of parenting style in the whole education system, and clearly proposed to “Give full play to the important role of family education in the growth of teenagers” In the national long-term education reform and development plan (2010-2020). The junior middle school stage is more important in the whole development process of middle school students, and junior middle school students are in puberty. At this stage, their rapid physical development and intense emotional fluctuations are the “Storm” of emotional development. After all, the education of emotional regulation ability infiltrated by school education and teaching in students' mental health education is limited, there is also a lack of corresponding guidance on whether students can master effective methods of emotional regulation, or some schools have not attracted attention. As the first caregiver of children, the influence of parents on students directly determines their relationship with others and their own management. In this special stage of junior middle school, students want to try their best to get rid of the control of their parents and let their parents treat themselves as “Adults”. Parents still treat them as “Children” As always. This huge contradiction determines that the parenting methods and methods of parents in their children's study and life will also have an impact on their children, thus affecting their emotional regulation. Because of these, this study aims to explore the relationship between parenting style, interpersonal skills and emotional regulation of junior middle school students with hearing impairment in southern minority areas. Subjects and Methods 123valid questionnaires were collected from several representative special schools. Taking the hearing impaired junior middle school students in special education schools in southern minority areas such as nanning, guilin, liuzhou and qinzhou as the main research object, the investigation was conducted through online electronic questionnaire. This study draws on the research results of scholars at home and abroad, and based on the existing relevant theories. The chinese version of the emotional regulation scale (revised by ji junmei (2009) and the chinese version of the chinese version of the chinese version of the chinese version of the chinese version of the chinese version of the emotional regulation scale (pbi) (revised by ji junmei (2010) and yang jiamei) 0 for descriptive analysis, analysis of variance and linear regression analysis. Results The rearing style of hearing-impaired junior middle school students tended to be negative. There were significant differences between men and women in father overprotection. The father overprotection of boys was significantly higher than that of girls; there are significant gender differences in interpersonal communication ability in conflict resolution ability, and boys are significantly better than girls in conflict resolution ability; there are significant differences in self disclosure ability in grades, showing an upward phenomenon in grades; the non only child is significantly better than the only child in moderate rejection ability. The emotional support ability of junior middle school students with hearing impairment in interpersonal communication is significantly stronger than that of single parent families. Conclusion There is a significant positive correlation between the rearing style and interpersonal communication ability of hearing impaired students in junior middle school, in which the emotional warmth of the mother is positively correlated with the ability of interpersonal relationship establishment and conflict resolution, and the refusal and overprotection of the mother are positively correlated with the ability of self disclosure. In terms of emotional ability, there is no difference between men and women, but there is a grade difference, and the third grade is significantly higher than the second grade; there is a significant negative correlation between the emotion regulation ability of junior middle school students and parental care. The more parents care for their children, the less their children's bad emotions will be; there is a significant positive correlation between junior middle school students' bad emotions and parental control. The more parents control their children, the higher the children's bad emotions will be. Parental care, parental encouragement and parental control can significantly predict children's emotional regulation ability; parental care and encouraging autonomy were significantly positive predictors, and parental control had a negative predictive effect on emotional regulation. Acknowledgements The authors acknowledge the project of Guangxi department of education: Research on the construction of early intervention support system for special children aged 3-6 in Guangxi (No.: 2020KY09008); study on the construction of psychological support system for sibling relationship of special children (No.: 2019KY0420) and general research project of humanities and social sciences of the ministry of education in 2021: Research on the strategy of improving the professional quality of county special education teachers in the western region in the new development stage(No.: 21YJA880046); the project of Guangxi department of education in 2022: Research and practice on the “compound” excellent special education teachers training based on the OBE concept.
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Koval, Olga A. "Psychoemotional features of preschool children with speech pathology and their connection with the emotional characteristics of mothers." Yaroslavl Pedagogical Bulletin 2, no. 119 (2021): 120–32. http://dx.doi.org/10.20323/1813-145x-2021-2-119-120-132.
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The article deals with the problem of studying the psychoemotional characteristics of preschool children in their connection with the features of interaction in the «mother-child» dyad. The relevance of the work is determined by the increasing number of children with speech pathology. A number of works by Russian and foreign authors are devoted to the study of the psychological characteristics of preschool children with speech development disorders. The novelty of the presented research is to consider this issue through the prism of the family, in particular, mother-child emotional interactions. This study reflects the importance of developing the emotional competence of mothers raising preschool children, namely: teaching mothers to understand their own emotions, control expression, the ability to perceive the child's condition, understand its causes and influence it; and it justifies the high importance and necessity of including mothers in the rehabilitation process when working with preschoolers with speech pathologies. The study involved 120 pairs of «child with speech pathology – mother», divided into three groups according to age. The first included children of young preschool age (3-4 years old, 35 couples), the second – middle preschool age (4-5 years old, 54 couples), the third – senior preschool age (5-6 years old, 31 couples). Similarly, three normotypic groups were formed according to age ranges, the first of which included 32 child-mother pairs, the second – 36 child-mother pairs, the third – 35 child-mother pairs, a total of 103 dyads with normotypic speech developmentThe study found that the mothers of preschoolers with speech pathology differ in the level of development of emotional intelligence components, the characteristics of emotional interaction with the child from mothers raising regulatory developing children. Links have been determined between the level of development of the emotional intelligence of the mother, the features of maternal-child emotional interaction and the psychoemotional features of preschoolers who have speech pathology.
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Marques, Ronualdo, and Diego Andrade de Jesus Lelis. "LÚDICO COMO RECURSO DIDÁTICO-PEDAGÓGICO E METODOLÓGICO NO DESENVOLVIMENTO DA CRIANÇA E NA EDUCAÇÃO INFANTIL." RECIMA21 - Revista Científica Multidisciplinar - ISSN 2675-6218 3, no. 3 (March 24, 2022): e331288. http://dx.doi.org/10.47820/recima21.v3i3.1288.
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This study aims to analyze the importance of play in child development and in the teaching and learning process in Early Childhood Education, thinking of play as a methodological strategy for the teaching and learning process. Through playful activities, the child shows different kinds of feelings, builds social relationships, and acquires knowledge. Thus, inserting play into the teaching and learning process is relevant for the child's integral development, because for the child to live is to play. The rescue of playfulness is a powerful and efficient methodology in Early Childhood Education; when it is worked in a playful way, the priority of the contents offered to the children is not lost. For this study. Methodologically, qualitative bibliographical research was used, listing the issues related to the theme: Play in child development and early childhood education. It is concluded that play promotes the awakening of emotions and affectivity generating motivations, interest and satisfaction, thus it is an indispensable pedagogical tool, because it is a facilitator element of their autonomy resulting significantly in the process of teaching and learning.
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Ayob, Sameera, and Margaret Funke Omidire. "Storyboards as a Qualitative Method of Exploring Learners’ Experience With the Use of a Multilingual Support Strategy." International Journal of Qualitative Methods 20 (January 2021): 160940692110343. http://dx.doi.org/10.1177/16094069211034391.
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Globally, learners in multilingual classrooms experience challenges, especially when the language of instruction is not their first language (L1). This results in language barriers to learning when monolingual language-education policies prevail in multilingual contexts. Translanguaging as a pedagogy has gained momentum and accepts the use of multiple languages to co-exist in multilingual classrooms. Over the last decade, accepting the use of multiple languages in multilingual classrooms and including learners’ L1 to enhance learning and provide support have been gaining momentum. This article reports on utilising storyboards to explore learners’ perspectives and emotions in a study that uses translanguaging as an intervention with Grades 5 and 6 learners in two schools in a South African township. The storyboard technique is a creative qualitative method to understand the subjective experiences of how children experience L1 in multilingual classes by expressing their emotions and feelings on individual personal storyboard paper. Translanguaging practices were introduced in the two schools to understand how it affects the teaching and learning in multilingual classrooms. We describe how the storyboards depicted positive emotions and views towards translanguaging by gaining a deeper understanding of how multilingual practices make learning a holistic experience for the learners involved. We provide information on the context of translanguaging and the methods implemented to include L1 and describe how the use of storyboards as data gathering tools positively portrayed the learners’ learning experiences. We propose that the use of storyboards as a creative qualitative method of expressing childrens views and emotions in multilingual classes enriched the themes elicited.
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Rosi, Fathor, Fathor Rozi, Hasan Baharun, and Elok Fadilatur Rizqiyah. "Smart Parenting in Building Children’s Personality Through Religion-Based Habituation." AL-ISHLAH: Jurnal Pendidikan 14, no. 1 (April 17, 2022): 731–40. http://dx.doi.org/10.35445/alishlah.v14i1.1303.
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The purpose of this study is to analyze and examine the role of religion-based habituation in the development of children's personalities in Besuk Agung village. Problems in the development of children are the subject of this case study, which focuses on a specific object. Observation and in-depth interviews are used to gather the information. Observations and interviews can be strengthened by documenting the results of the research. It is necessary to employ data reduction, presentation, and conclusion techniques when analyzing the data. Findings from the study show that religious habituation can help children develop their communication skills by providing ongoing learning and exposure to educational films, as well as by teaching them about Islam and its stories. It is thus possible to train children to control their emotions, learn to be fair, honest, helpful, and willing to share a high attitude of solidarity and mutual respect through religious-based habituation.
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LEE, EUNHYE. "Meta-analysis of teacher variable affecting young children teacher-children interaction." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 20 (October 31, 2022): 997–1012. http://dx.doi.org/10.22251/jlcci.2022.22.20.997.
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Objectives In this study, the research results accumulated through meta-analysis with a study on the teacher variables affecting the young children teacher-children interaction from 2012 to 2020, the starting point of the nuri curriculum, are synthesized, and the results of previous studies are analyzed. Methods For this purpose, a meta-analysis was conducted with a study on the teacher variables affecting the young children teacher-children interaction from 2012 to 2020. For meta-analysis, only studies showing the effect of correlation coefficient were collerted. In addition, only studies with two or more studies on the same variable were collected. Results As a result 52 papers were finally selected for meta-analysis. in addition, 17 variables and 83 effect sizes were derived. 17 variables overall average effects size was large. In addition, as a result of examining the effect size of the variables affecting the young children teacher-children interaction, the results showed that teaching creativity, sensitivity, professional development, professional recognition, teaching commitment, personality, self-leadership, teaching efficacy, emotional intelligence, resilience, play teaching efficacy, job satisfaction, happiness, creative personality, social support, teacher's play ability, and job stress were found to be high in the order. Conclusions through these results, the existing studies and theoretical claims are empirically supported on the teacher variables that the young children teacher-children interaction. in addition, the direction of teacher education and program composition to improve young children teacher-children interaction was discussed.
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Tajik-Parvinchi, Diana J., Linda Farmus, Robert Cribbie, Carly Albaum, and Jonathan A. Weiss. "Clinical and parental predictors of emotion regulation following cognitive behaviour therapy in children with autism." Autism 24, no. 4 (April 3, 2020): 851–66. http://dx.doi.org/10.1177/1362361320909178.
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Difficulties with emotion regulation are common in children with autism. Although interventions targeting emotion regulation show promise, children’s individual treatment responses vary, and it is important to understand the factors that contribute to treatment change. The present study aimed to identify pre-treatment child characteristics and parent psychopathology that predict treatment response in a 10-week manualized cognitive behaviour therapy intervention for children with autism, 8–12 years of age. Exploratory best-subset regression analyses were first carried out to identify the optimal set of predictors. Logistic regressions were then conducted to determine whether these variables predicted reliable improvement. Outcome variables consisted of the lability/negativity and the emotion regulation subscales of the Emotion Regulation Checklist. Predictors included pre-treatment developmental, clinical, and parent psychopathology variables. Analyses revealed that youth who started the treatment with higher verbal reasoning, higher impairment in social motivation, and more anxious parents were more likely to show reliable improvements in emotion regulation. Youth who started the treatment with higher internalizing scores had lower odds of showing reliable improvement. Implications of our findings include facilitation of active involvement, avoidance of complex language, and the provision of additional supports. Further suggestions to inform clinical practice are discussed. Lay abstract Children with autism commonly experience difficulty controlling their emotions. Although existing treatments are successful in teaching critical emotion regulation skills, not all children improve. It is important to identify the factors that influence treatment response to be able to reach more children. This study aimed to identify child and parent characteristics that predict treatment response in a 10-week cognitive behaviour therapy treatment for children with autism, 8–12 years of age, and their parents. We found that youth who started the treatment with higher verbal abilities, who were more anxious in social situations, and had parents who were more anxious, were more likely to improve in learning new emotion regulation skills. We also found that children who had more physical discomforts or complaints before starting the treatment were less likely to improve in their negative expressions of emotion. Our study suggests that it is important for clinicians to promote active involvement and learning by avoiding complex language and to use more visual materials to supplement the learning process, and make sure that sessions are sensitive to the individual needs of participants.
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Razali, Nurul Fasheha, Harrinni Md Noor, and Farhana Wan Yunus. "Emotional Intelligence in Creative Process: Enhancing Values in KOMSAS Drama." Sains Insani 6, no. 1 (June 1, 2021): 155–61. http://dx.doi.org/10.33102/sainsinsani.vol6no1.268.
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Emotional intelligence (EI) is the ability to control and manage oneself and others in terms of feelings, emotions and behaviour (Goleman,1998). Malaysian National Health and Morbidity Survey (2015) showed that 600,000 children aged between 5 to 16 in Malaysia were diagnosed with mental health problems. Symptoms of mental illness if not treated early can lead to chronic mental illness. Changes in the way of learning in 21st-century learning require the current generation to equip themselves with EI to control feelings in a more challenging learning process (Mohd Faizul, 2017). Therefore, Malaysian Ministry of Education (MoE) is currently encouraging educators to incorporate these values into the teaching process to build a better future generation. In line with the 21st century learning skills communication, collaboration, critical thinking and creativity skills, along with values and ethic will be the focus in education. The purpose of this study is to explores the possibility of incorporating EI into the education syllabus through drama activities in Malay Literature Component known as KOMSAS (Komponen Sastera) for secondary school students. A survey was conducted among 20 experts who have been teaching Malay Language subject for more than 10 years. This preliminary study is aims to identify the understanding of teachers on the application of emotional values and the process of creativity in learning. Moreover, it aims to identify how current educators apply these elements of value into their teaching and learning activities. The findings of this study showed that the teachers are aware of the EI as well as creativity in learning activities. However, the process of applying values and activities happen unplanned and there is a need to design and develop a teaching module that incorporates creative process (CP) and EI in KOMSAS drama.
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Putri Aisyah, Dwi. "ANALISIS PERKEMBANGAN INTERAKSI SOSIAL ANAK BERKEBUTUHAN KHUSUS DI UPT SDN 263 GRESIK." Didaktik : Jurnal Ilmiah PGSD STKIP Subang 8, no. 2 (December 9, 2022): 1131–45. http://dx.doi.org/10.36989/didaktik.v8i2.380.
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Children with special needs have various problems ranging from social interaction, how to communicate and others. However, if we examine more deeply about the problem, it is not all children with special needs cannot communicate well with friends or other people. This study aims to determine the development of social interaction of children with special needs at UPT SDN 263 Gresik. Not only that, this study aims to find out what types of children with special needs there are as well as to find out the coaching or teaching and learning process at UPT SDN 263 Gresik. By using a qualitative descriptive method. The subjects in this study were one of the special assistant teachers (GPK), several children with special needs and normal children at UPT SDN 263 Gresik. By using data collection techniques and using interviews as well as observation and documentation. Using observation sheet instruments and cameras for documentation. This study describes the condition of classrooms that are mixed between normal or regular children and children with special needs, by observing the development of social interactions between them. Using local language and local signs for regular children, and using sign language and having imitative behavior and sensitive behavior is difficult to control emotions with regular students. Teacher coaching strategies are also considered in this study.
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Chiofalo, Tommasa Agnese, María del Mar Fernández-Martínez, Carmen María Hernández Garre, and José Juan Carrión Martínez. "Immigrant Students: The Attitudes and Perceptions of Teaching Staff." Mediterranean Journal of Social Sciences 10, no. 5 (September 1, 2019): 1–12. http://dx.doi.org/10.2478/mjss-2019-0061.
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Abstract Objective. In this article we discuss the attitudes of teachers towards immigrant students in the classroom and investigate the students' experiences and that of their family; the other important factor in their education. Method. The methodology used was qualitative interviews, carried out in a comprehensive school catering for the different stages of compulsory education in Sicily (Italy). In-depth interviews were performed on 15 teachers who tutored immigrant students, with the aim of revealing their thoughts, emotions, perceptions and attitudes with regard to this social and educational experience. Results. Although there were disparate elements within the context of the school, the results were consistent with other studies that address this global, contemporary problem. We found a pronounced receptivity on the half of the staff, good responses between equals, but also a degree of impotence and institutional neglect in the face of the problem. It was consistently perceived that families of immigrant students were rarely involved in school life. The influence of socio-economic, ethnic and religious factors that often affect relations between the immigrant student's family and the school, also emerged. Conclusions. The phenomenon of immigrant children's school integration is plagued with difficulties, which are repeated and maintained in different areas and periods of time. Within the school, the teachers take on the main task of offering these children a favourable environment for integration. However, the other major aspect of our study, the family relationship, was less encouraging. The teachers felt a lack of cooperation from the families of immigrant children.
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Simeonsdotter Svensson, Agneta. "THE IMPACT OF THE ANIMALS ON CHILDREN'S LEARNING AND THEIR DEVELOPMENT - A STUDY OF WHAT CHILDREN LEARN FROM AND WITH PETS: THE EXAMPLE OF DOG AND CAT." Problems of Education in the 21st Century 59, no. 1 (April 15, 2014): 77–85. http://dx.doi.org/10.33225/pec/14.59.77.
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The purpose of this study is to produce knowledge about the impact of pets on preschool children's desire to learn and their development. The research question asked is: What do children learn from and with pets: The example of dog and cat? Socio-cultural theories and developmental pedagogy are used in order to study children’s learning in the preschool. The socio-cultural theories are based on a model describing interactions between people presented by Vygotskij (1978) and further developed by Säljö (2011). This study employed a qualitative exploratory research method with the aim of gaining knowledge concerning a group of 24 children, aged 4-5 years. Individual interviews were used as the method of data collection. The results are presented as two main categories: 1) The pet supports the child in their learning and development process 2) The child is the teacher of the pet. Each main category comprised two subcategories: 1a) Developing empathy and emotions, 1b) Being good at school-related tasks, 2a) Teaching the pet playful exercises, 2b) Teaching the pet to obey. The results show that pets provide children with positive experiences and a sense of feeling good. The children said that they could talk to all the animals and that the animals are listening. When a child is doing activities with an animal or tries to teach an animal some exercises, the child receives a response from the animal. This leads on to new experiences and an increased knowledge regarding social behavior. Using pets for educational purposes in the home, preschool and school, might stimulate an interest in animal care and a commitment to the world´s wildlife and fauna in general. Key words: animal, children, development, preschool learning.
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Radu, Iulian, Chris Dede, Mohamed Raouf Seyam, Tianyi Feng, and Michelle Chung. "Using 360-Video Virtual Reality to Influence Caregiver Emotions and Behaviors for Childhood Literacy." International Journal of Gaming and Computer-Mediated Simulations 13, no. 1 (January 2021): 12–33. http://dx.doi.org/10.4018/ijgcms.20210101.oa2.
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Through the design and exploratory evaluation of a narrative-based 360-video virtual reality experience, the authors aimed at building empathy in adults towards children who experience challenges in early literacy. This contributes to a limited literature on VR empathetic design by specifically studying caregivers in relation to reading difficulties and utilizing a low-cost immersive medium. This research performed a quasi-experimental pilot study following a pretest-posttest design with 27 participants, collecting measures such as participant empathy, anxiety, immersion, and emotional reactions. This paper explored changes in pre-post measures, correlations between variables, and possible explanations for the observed results. The VR experience increased positive caregiver attitudes towards struggling readers. Participants who reported a high degree of emotional reactions showed increased willingness to donate to help reading difficulties. Participants with teaching experience or with lower starting empathy scores were less likely to be affected.
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Tusseyev, Mukhamejan, Jamilya Torybayeva, Kairat Ibragim, Arzu Gurbanova, and Gaziza Nazarova. "Ensuring the safety of learning and teaching environments." World Journal on Educational Technology: Current Issues 13, no. 4 (October 31, 2021): 1029–39. http://dx.doi.org/10.18844/wjet.v13i4.6299.
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The state of health and psychological well-being of all citizens, is a determining condition for the development of the Republic of Kazakhstan. The purpose of this study was to theoretically substantiate and identify the role and place of the alienation of children from school in the issue of ensuring the psychological safety of schoolchildren. The researchers set out the content and results of an experimental study, which was aimed at identifying the real state of learning motivation, the manifestation of alienation symptoms in children, the state of their emotional resource deficiency in elementary school children. The authors present the results of a study conducted with 1st–2nd-grade pupils, as well as parents and teachers of elementary schools in the southern region of Kazakhstan in the aspect of the sought problem. The results showed that the developmental histories of children with signs of alienation, are characteristics that demonstrate a deficit of a conflict resource in the early stages of development
Keywords: alienation, schoolchild, provision, psychological safety, educational environment
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Zdravković, Danijela, and Dragana Stanojević. "Violence, outdoor school activities and contradiction in socialization of school children." Socioloski godisnjak, no. 5 (2010): 175–93. http://dx.doi.org/10.5937/socgod1005175z.
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In the first part of the work the author reviews the importance of a conceptual determination of outdoor school activities and the effects of democratization of an educational process in the teaching practice domain outside school classrooms. The study of contradictions in the process of socialization goes from Froyd's teaching about social shaping of an individual from early childhood until adolescence, and of Durkheim's teaching which emphasizes education as one of more powerful means for social shaping of an individual. In the second part we deal with the problems of social reality transition, which reflect on the process of the institutional education and they are additionally fatigued by the ruined value system and the phenomenon of violence. Frequent violence over the elementary schoolchildren for different reasons imposes a justified socio-pedagogical reflection on the following questions: how big are the effects of modernization of Serbian school system, how safe are children at school, what makes them behave violently at school, is the existence of violence at school a product of the society which tolerates family violence, or is the aggressive behaviour of schoolchildren the result of the information technologies' influence, or is the increase of violence, on the other hand, the benchmark of the value system and social relations in Serbia. In the third part of the work, in the approach to new concepts of educational process in Serbia (outdoor school activities), organized at Teaching Training faculties in Serbia, the author emphasizes the importance and significance of a practical work, an active studying and the increase of an interaction between the changed socio-cultural environment and natural surroundings. New concepts of Outdoor school include among other things, multidisciplinary contents: the processing and training of social experience and emotions, a group solidarity in relation to natural environment, the harmonization of social relations between peer groups, the more liberal regime of school culture "outside classroom" , et cetera. In the end we summarize, that the flexibility of the concept of an Outdoor school is being provided by various possibilities of deepening one area within advanced courses and by a modulation of study programs. We emphasize, it is imposible to set the advanced courses without general and basic knowledge in philosophy, sociology and psychology.
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Riza, Julianne Kamelia, and Rika Maidefvi. "Konsepsi Pendidikan Islam Terhadap Kekerasan Kepada Anak." Urwatul Wutsqo: Jurnal Studi Kependidikan dan Keislaman 11, no. 1 (March 28, 2022): 62–80. http://dx.doi.org/10.54437/urwatulwutsqo.v11i1.388.
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The purpose of this study is to describe violence against children (Child Abuse) in the perspective of Islamic education. The method used in this research is library research (library research). By going through a developmental psychological approach used to analyze the concept of violence committed against children (Child Abuse). As well as a normative approach, which is seen in terms of religious values ??based on the Qur'an and Hadith. In analyzing the data using analytical descriptive method. The results of this study are (1) Deliberate actions that cause harm or harm to children physically or emotionally. (2) The influence of violence against children in the psychological development of children, namely children who experience abuse often show withdrawal, fear, or maybe aggressive behavior, unstable emotions. (3) Violence against children in the perspective of Islamic education In the context of education and teaching efforts. Islam allows doing physical actions as ta'dib (actions to educate) against children (educating, ie so as not to get used to doing intentional violations). Punishment means a form of loss or pain inflicted on someone who makes a mistake. The short-term goal of imposing the punishment is to stop the wrong behavior. The long-term goal is to teach and encourage children to stop their own misbehavior, so that children can direct themselves
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Rohanachandra, Y., I. Amarabandu, and L. Rohanachandra. "Parenting with mental illness among patients presenting to a teaching hospital in Sri Lanka: Challenges and perceived care needs." European Psychiatry 64, S1 (April 2021): S725. http://dx.doi.org/10.1192/j.eurpsy.2021.1920.
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IntroductionParenting with mental illness is associated with parenting difficulties and increased mental health problems in children. Family focused interventions improve child outcomes by 40%. However, such services are not available at present in Sri Lanka.ObjectivesTo assess the challenges faced and perceived needs of parents with mental illness in Sri Lanka.MethodsA cross sectional descriptive study was carried out in the adult psychiatry follow-up clinics in a Teaching Hospital in Sri Lanka. A specifically designed questionnaire was used to collect socio-demographic details, difficulties with parenting and perceived care needs.ResultsOf 385 parents, 67.3% believed their mental illness impacted their parenting. Perceived impact on parenting was higher in younger parents (p<0.01), when the children were younger (p<0.01), had more children under 5 years (p<0.01) and when there was no social support (p<0.01). 67.8% of parents believed their illness impacted their children, with higher impact perceived in parents with children less than 5 years of age (p<0.05) and those with no social support (p<0.01). Although 36.4% had concerns about their children’s emotions or behaviour, only 16.4% were willing to discuss these with their doctor. The parental concerns were significantly higher where the parent was employed (p<0.01), had a longer duration of illness (p<0.01) and when the youngest child was more than 12 years (p<0.01)ConclusionsMental illness in parents had a substantial impact on parenting and their children but professionals help was rarely sought. Services aimed at the specific needs of these parents should be developed.DisclosureNo significant relationships.
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Magauova, Akmaral, Gulmira Kassen, Aigul Iskakova, Zhadyra Yermekova, and Perizat Seiitkazy. "The problem of research and prevention of bullying in the school environment: analytical and practical aspects." E3S Web of Conferences 210 (2020): 16023. http://dx.doi.org/10.1051/e3sconf/202021016023.
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The article considers the problem of studying and preventing, and also presents the results of the authors' practical experience - an express study to identify bullying in schools in Almaty. An analysis of the experience of foreign countries in preventing bullying shows that many of their programs are aimed at attracting all members of the teaching staff. The authors substantiate the fact that most programs do not take into account the potential "internal" resources of potential victims of bullying. The purpose of this study is an analytical study and practical justification of the problem of bullying in the school environment based on rapid research in teenage high schools. Some general characteristics typical of children at risk of bullying were noted on the basis of the results of Diagnostic methods: high level of anxiety, emotional lability, emotional volitional instability, timidity, low self-esteem, inadequate level of claims, low concentration of attention, avoidance - as the main strategy to overcome conflict situations. A “risk group” was identified based on the results of diagnostics and emotional development programs “World of Emotions” and trainings to develop skills to combat bullying, and “potential victims of bullying” were conducted with this risk group. The results showed positive dynamics, which confirmed the assumption that students need to develop skills to combat bullying - skills to combat bullying, such as: emotional stability, stability, poise, willpower, mental strength and so on.
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Cronqvist, Marita. "Joy in Learning." Educare - vetenskapliga skrifter, no. 3 (May 18, 2021): 54–77. http://dx.doi.org/10.24834/educare.2021.3.3.
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Both in research and in the Swedish curricula, positive emotions such as joy, pleasure and desire are said to stimulate learning. However, it is not clear what the meaning of joy is in relation to learning. The purpose of this phenomenological study is to gain knowledge about the essential meanings of the phenomenon joy in learning for children aged 9 and 12 years in compulsory school. The questions are as follows: What meanings constitute the phenomenon joy in learning in the current context? What implications do the findings have for teaching? The study is phenomenological and is based on interviews with or written stories by the participating children. The findings indicate how joy stimulates learning and emerges when children understand and ‘own’ their learning process. Teachers are important as ‘facilitators’ for joy in learning through being supportive and inspiring. Joy in learning during lessons is related to joy and friendship during school breaks. Teachers’ decisive importance for joy is discussed in relation to various modalities of pedagogical contact. Conclusions can be drawn that school breaks need attention from a learning perspective and that children need teacher support to understand their learning process.
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Braslauskienė, Rasa, Reda Jacynė, Aida Norviliene, Sada Ramanauskienė, and Neringa Strazdienė. "OPPORTUNITIES AND CHALLENGES OF ORGANIZING AND IMPLEMENTING DISTANCE PRE-SCHOOL EDUCATION: TEACHERS’ OPINIONS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 5 (May 28, 2021): 53–64. http://dx.doi.org/10.17770/sie2021vol5.6252.
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The Council of the European Union (2020) points out that the COVID-19 pandemic has had a major impact on education and teaching systems and has fundamentally changed the way we learn, teach, communicate and collaborate within and between our education and teaching communities. The aim of this study is to explore the opinion of pre-school teachers on the opportunities and challenges faced by them in organizing and conducting pre-school education at a distance. The strategy of qualitative research was chosen for the study, Klaipėda city pre-school education teachers were interviewed. The study revealed that teachers did not change the content of education programs, sought to maintain the continuity of education and develop all the competencies of preschool children. Various digital and technical tools for distance education were used. Participants of the educational process experienced a variety of emotions and disturbances. Teachers missed for more decisive action of the institution’s administration. The opinion of educators discovered during the research helped to highlight advantages and disadvantages of distance pre-school education.
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Xie, Sha, Dandan Wu, and Hui Li. "The Relationship between Chinese Teachers’ Emotional Labor, Teaching Efficacy, and Young Children’s Social-Emotional Development and Learning." Sustainability 14, no. 4 (February 15, 2022): 2205. http://dx.doi.org/10.3390/su14042205.
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The existing literature has established the effects of emotional labor on teachers’ wellbeing indicators and teaching efficacy, leaving its impact on students’ outcomes unexplored. Following Grandey’s integrative model of emotional labor and social-emotional learning (SEL) framework, this study explored the relationship between teachers’ emotional labor, teaching efficacy, and young children’s social-emotional development and learning in early childhood settings. Thirteen preschools were recruited through stratified random sampling in Shenzhen, China. Altogether, 49 classrooms were involved, and three teachers and six children were sampled from each classroom, resulting in a sample of 124 teachers and 241 children. Teachers’ emotional labor strategy, sense of efficacy, and children’s social-emotional development and learning were surveyed. Structural equation modeling has confirmed that teachers’ natural and surface acting predicted their teaching efficacy. Bootstrapped mediation analysis revealed that the mediation paths from teachers’ emotional labor to children’s learning approaches and social-emotional development varied significantly for teachers in different positions. The study implies that different guidelines and training are needed for teachers in different positions to help them cope with varied emotional labor at work and promote their teaching efficacy for young children’s better development.
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Saihu, Made, and Nasaruddin Umar. "The Humanization of Early Children Education." AL-ISHLAH: Jurnal Pendidikan 13, no. 1 (April 13, 2021): 173–85. http://dx.doi.org/10.35445/alishlah.v13i1.419.
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This study discusses the teaching-learning process seen from the humanistic education theory from Carl Ransom Rogers at Asmaul Husna Learning Park, South Jakarta. This paper focuses on the educational perspective's operation through fun learning techniques, integrated learning, and thematic learning. In this paper, the data sources are obtained through field observations and structured interviews from January to July 2019 using the case study method. Through the humanistic educational theory approach, this educational study is the importance of understanding the character and potential of early childhood to optimally develop children intellectual, emotional, and spiritual intelligence. Although sometimes some students are disobedient or lazy to take part in learning, teachers and institutional managers anticipate this by presenting information about child development. Even to a certain extent, the institution also includes parents to participate in learning activities together. Here is also the importance of a teacher's creativity in communicating, choosing parenting styles, and various other stimulations when carrying out the teaching and learning process in class and outside the classroom. Without teachers' creativity in teaching and learning, the improvement and enhancement of cognitive, affective, and psychomotor aspects will not be optimal. An educational perspective places the humanization aspect as the basis for transferring knowledge, transferring human values, and transferring happiness.
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Nurrosyida, Kartika, Neissya Nastiti Firmanto, Irda Bella Ajeng Fayanshah, and Sri Wijayanti Sulistyawati. "Parent’s Level of Stress on Children’s Online Classes during the COVID-19Pandemic." Journal of Community Medicine and Public Health Research 3, no. 1 (June 21, 2022): 19–25. http://dx.doi.org/10.20473/jcmphr.v3i1.32611.
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The Covid-19 pandemic is affecting people's lives. One of the sectors hampered by the pandemic is education. During the Coronavirus Disease (Covid-19) Emergency, the teaching and learning process must be replaced by online methods. The role of mothers is very important in ensuring that children's learning targets are achieved during distance learning. This can cause stress conditions for the mother. This study aimed to determine the perceptions and various problems that occurred in mothers with children aged 7-15 years old who attended online schools during the Covid-19 pandemic. This was a descriptive study by distributing questionnaires via google form with 67 respondents. Based on the results, the majority of respondents were 35-45 years old (49.3%). Over 85.6% of respondents accompanied their children in online learning activities during the pandemic. The majority of respondents experienced an increase in emotions (70.1%) and felt stressful when accompanying online school children during the pandemic (62.7%). As many as 40% of respondents felt a moderate level of stress. There were 27 mothers (40%) who had difficulty assisting their children in online schooling and 24 mothers (36%) felt that their professional job was abandoned while their children were having online school.
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C., Ramya, Pavan Kumar K., and Karthik S. "Psychiatric morbidity in children attending child guidance clinic in a tertiary care teaching hospital." International Journal of Contemporary Pediatrics 7, no. 6 (May 22, 2020): 1313. http://dx.doi.org/10.18203/2349-3291.ijcp20202140.
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Background: Mental health and its related problems are growing concerns over the world. The early onset of emotional and behavioral problem in the young children is related to a variety of health and behavior problems in adolescence and later life as well. Most of these children present to Pediatric outpatient clinics owing to the Stigma and lack of awareness. The aim of the study is to find out the pattern and prevalence of psychiatric morbidity in children presenting to pediatric outpatient clinics.Methods: It is a cross sectional, point prevalence study of children who have attended Child Guidance Clinic of Pediatric Department in a tertiary care teaching hospital October 2019 to January 2020. Clinical and demographic details was collected in a semi-structured proforma and the details were analyzed.Results: A total of 114 children were analyzed during the study period and this study comprised of 62 boys and 52 girls. Most of the children belonged to the age group of 11-15 years (51%) followed by the ages of 6-10(29.8%). Most common reason for consultation was change in behavior, school refusal and poor academic performance. The most common diagnosis made was Dissociative Conversion Disorder (17.6%), Nocturnal enuresis (15.7%), Mild Mental Retardation (10.5%) and Seizure Disorder with Behavioral Problems (10.5%).Conclusions: A significant number of children attending the Paediatric OPD of general hospitals have psychiatric disorders. The emotional and behavioral problems in children often present with physical symptoms. An effective liaison of services will help to identify and treat children with psychiatric morbidity.
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Eren, Bilgehan. "Teaching the Skill of Reading Facial Expressions to a Child with Autism Using Musical Activities: A Case Study." Journal of Education and Learning 7, no. 6 (September 27, 2018): 156. http://dx.doi.org/10.5539/jel.v7n6p156.
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Reading facial expressions is one of the non-verbal communication skills and is considered as being essential for children with Autism Spectrum Disorder (ASD) in terms of having effective communication and social interaction with others. Information from relevant literature indicates that musical activities can be used for teaching skills to this population. Therefore, it can be used for teaching the skill of reading expressions. The aim of this study was to investigate the effect of musical activities on teaching the skill of reading facial expressions to a child with ASD using musical activities. The study was conducted with a 5- year-old boy diagnosed with ASD attending a Special Education and Rehabilitation Center in Turkey. One-to-one music sessions were carried out once a week for 3 months. Interventions focusing on the emotion sadness consisted of a variety of musical activities. A descriptive analysis was used for all videotaped sessions. After 12 sessions, he showed success in the targetted behaviors. These results suggest that the therapeutic use of musical activities can be considered as an acceptable treatment option for teaching non-verbal communication skills to children with ASD.