Статті в журналах з теми "Self-regulation, social and emotional education, educational practices, educational research"

Classroom management is a difficult task for teacher candidates and a significant barrier to being an effective teacher. The aim of this study was twofold: a) to examine the relation between student teachers’ emotional intelligence and their educational practices and b) whether emotional intelligence significantly predicted classroom management. The instruments used for data collection were TEIQue, a self-report questionnaire that measures trait emotional intelligence, and TEP-Q, a self-report questionnaire assessing three dimensions of classroom management: communication, organization, relationship. The sample of the study was comprised of third year undergraduate student teachers in the Department of Pedagogy and Primary Education at the National and Kapodistrian University of Athens, who had their first experience with teaching practice at primary schools. Descriptive statistics and correlational models showed that there is a statistically significant correlation between the factors. In fact, student teachers’ emotional intelligence predicted classroom management. Research results have pedagogical implications, while the impact of the research on practice and policy highlights the urge of social and emotional interventions during teachers’ both initial and ongoing education as well as the need to promote an educational design that embraces the goals of social and emotional learning at schools.

Young people with emotional and behavioural disorders (EBD) comprise a unique group of students involved in school bullying. The present case study examined the bullying experiences of a group of students, aged 10–14 years, identified as having EBD. A total of ten students participated in self-report questionnaires and interview-style journaling. The main research questions were related to type of involvement in bullying and the bullying experiences in this population. Questionnaires and journaling gathered information about involvement in bullying, as well as about psychological risk factors including normative beliefs about anti-social acts, impulsivity, problem solving, and coping strategies. The overall results indicated that all ten students had participated in bullying as either a bully, a victim, or both. They described their experiences involving both external and internal aggression. These personal accounts offer insight into implications for intervention and educational practices.

Recognizing the limited research examining physical education teachers’ pedagogical practices for pupils experiencing social, emotional and behavioural issues, this case study sought to examine how a male teacher with a high performing sports background taught games to such pupils and identify those factors that led to such practices. Occupational socialization was used to explore how childhood experiences of physical education and high performance sport, higher education and the workplace influenced his teaching and learning approaches in a special school setting. Data were collected by conducting three semi-structured interviews, eight videoed lesson observations and a self-reflective journal. Inductive data analysis identified that the twin aims of developing life skills and transferability of such skills beyond physical education were said to be achieved by developing pupils’ emotional resilience and encouraging appropriate social behaviour. The influence of the teacher’s family, his high performing sporting background, the needs of the pupils and the school’s policies impacted on developing such resilience and social behaviour. Two suggestions are offered as a result of these findings. Firstly, prior examination of childhood values should be undertaken for those wishing to teach physical education to pupils experiencing social, emotional and mental health issues. Secondly, given this study contradicts research findings that teachers with high performing sport backgrounds emphasize the development of pupils’ practical performance, research examining the impact of such sportspersons on physical education pedagogy in different educational settings appears warranted.

Research conducted in recent decades has shown the importance of parental involvement in pupils’ well-being, learning, and future academic success as well as their cognitive, social, and emotional development. In addition to these benefits, parental involvement practices improve parental confidence and satisfaction as well as enriching educational programmes, enhancing the climate of educational institutions, and easing teachers’ work burden through responsibility-sharing and increased information flow. Although the significant role of parental involvement is well-supported by various studies, some research reveals that a gap continues to exist between the recommendations of related research and what is practised in educational institutions in reality. This gap explains in part the persistence of insufficient parental involvement practices. This paper, which is based on my public lektio aims to gain a better understanding of early childhood educators’ self-reported reasons for insufficient practices as well as identifying their parental involvement practices and their views in Finnish and Turkish contexts. The study is reported in four original articles, using the quantitative and qualitative data gathered from a representative sample of 287 early childhood educators from Helsinki and 225 early childhood educators from Ankara. Analysis of the results drew attention to the gap between theory and practice as well as the reasons behind this gap from the educators’ point of view. All the data material were discussed for each context, thus allowing for the highlighting of practical implications, which contributed not only to the research on parental involvement practices in different countries but also to the research on identifying factors affecting sufficient parental involvement. In addition to country-centred interpretations, the comparative aspect of this study contributes to existing research into world culture vs. local culture discussions.

PurposeThis article considers the integration of aspects of mindfulness, social and emotional learning (SEL) and leadership wellness practice as a structure for a pedagogy of wellness in rural schools. Research has demonstrated positive outcomes for K–12 students and teachers as a result of training in practices such as mindfulness and SEL, but there has been less attention toward wellness practices incorporated by educational leaders in their own work. Support of professional and community learning for mindfulness may begin with district and school-based leaders in many communities, who facilitate programs in their schools.Design/methodology/approachThis article explores an emergent pedagogy of wellness, which was developed in a small rural district that applied wellness programming, including mindfulness, with parallel learning experiences for leaders, staff members, students and families.FindingsThrough engagement with multiple local stakeholder groups in integrating themes of SEL, mindfulness and leadership wellness, the pedagogy of wellness emerged as a potential framework for improved organizational health, new conceptualizations of students’ success and opportunities for engagement of families in systemic organization of practices of care.Originality/valueConsideration of the preparation of leadership in wellness practices such as mindfulness is discussed, in light of the necessity to address the care and wellness needs of rural communities, toward the sustainability of the pedagogy of wellness.

PurposeThis paper investigates the levels of career resilience and self-efficacy of the principals of primary school units, identifies the relationship between them and determines the effect of the demographic elements of the sample on their career resilience and self-efficacy.Design/methodology/approachThe convenient sample of this study was 165 principals from public schools across the prefecture of Central Macedonia. A total of 422 questionnaires were mailed to all principals of kindergarten and elementary schools, accompanied by a personal letter to inform them about the procedure and the purpose of the survey. A pilot survey took place to check the adequacy of and get feedback on the questionnaire. The questionnaire used in the study consisted of three parts: The Career Resilience Scale (CRS) by Kodama (2015), the Principal Self-Efficacy Scale (PSES) by Tschannen-Moran and Gareis (2004) and demographic questions.FindingsThe results of the survey showed that principals have high levels of career resilience and very high levels of self-efficacy. There are four factors that form the levels of career resilience: (a) problem-solving skills (b) social skills (c) interest in innovation and (d) optimism for the future. Demographic factors play a role in shaping career resilience as they affect two of the four factors. There are two factors that shape levels of self-efficacy: (a) self-efficiency in administration and (b) self-efficiency in moral leadership. Demographic factors play a role in shaping the factor of self-efficacy that refers to administration. Finally, there was a high positive correlation and a causal relationship between career resilience and self-efficacy.Research limitations/implicationsThe convenient sample used in the present study is a limiting factor, as it may not be representative of Greek primary school principals. Also, research is based on self-evaluation questionnaires, which may show a lack of objectivity, as the answers may reflect the personal worldviews of leaders and particular needs of educational institutions (Sarid, 2021). This fact may not allow us to generalize the results.Practical implicationsThe present study showed that resilience and self-efficacy have a causal relationship and that one enhances another, making their relation pivotal for a successful educational leadership. Regarding the professional development of school leaders, educational leadership training programs could be designed and offered by the Greek Ministry of Education (Dexter et al., 2020). Coaching programs and practices that help principals develop social skills, coping mechanisms, emotional capacities and confidence in one's knowledge should be widely introduced. Governments have to take the necessary initiative to ensure that, particularly in adverse contexts, education stimulate and nurture resilience and self-efficacy among citizens, by promoting appropriate lifelong learning programs and by ensuring the continuous training of employees (Renko et al., 2020).Social implicationsCareer resilience and self-efficacy ensures economic prosperity in times of crisis, globalization and rapid technology development and may be the best way to create strong and successful leaders. Coaching programs and practices that help principals develop social skills, coping mechanisms, emotional capacities and confidence in one's knowledge should be widely introduced. The results of the present research could prove helpful in developing strategic plans, building networks between organizations to improve communication and flow of information, through employee exchange programs.Originality/valueThis research, which combined career resilience and self-efficacy, took place for the first time in Greece. The CRS by Kodama (2015) was also used for the first time in Greek population.

e23017 Background: The 2021-2022 Association of Community Cancer Centers (ACCC) President’s Theme centered on strengthening a work culture that supports professional well-being and workforce resilience. To support this theme and help ensure sustainable high quality cancer care delivery, ACCC —an education and advocacy organization for the multidisciplinary oncology care team (MDT)—designed a multifaceted professional development initiative. Educational interventions were designed to address team member burnout and building resilience, critical issues facing members of today’s oncology workforce. Methods: ACCC designed a collaborative and bi-directional peer-support educational initiative to drive the mission of the 2021-2022 ACCC President’s Theme. Professional Development opportunities included: 1) Expert-led mindfulness meditation series of 10 guided exercises tailored to help MDT members manage through social, emotional, physical, and mental health challenges. 2) Professional development themed virtual meetings, styled as “Coffee Chat Learning Sessions,” facilitated by the ACCC President, addressing emergent challenges and opportunities facing MDT members. 3) Podcast series featuring timely topics related to MDT well-being and resiliency amid the COVID-19 Pandemic. Podcast topics include a) The Business Case for Hiring Oncology Social Workers. b) Leading with Gratitude. c) Coping with Pandemic Grief. d) A Summer of Disconnect for Cancer Professionals. e) COVID-19 Self-Care. f) Real-World Lessons from COVID-19. Results: The education initiative reached a diverse cohort of oncology care community members. 76 unique professionals participated in the small group “Coffee Chat Learning Sessions” from 25 states and represented 72 unique cancer care programs, practices, and institutions. The meditation series engaged more than 1,100 users and the podcast series garnered 1,870 learners. The podcast episode titled “COVID-19 Self Care” was the third most accessed ACCC Podcast episode of all time with more than 680 views. Over 2,900 learners accessed and engaged with the ACCC President’s Theme resources across the dedicated webpage from March 2021-January 2022. Conclusions: Anecdotal learner feedback has been overwhelmingly positive regarding this professional development educational initiative. In a climate of high burnout and health care worker fatigue, the ACCC 2021-2022 President’s Theme Education program has served as a unique lifeline and resource to members of the oncology community to restore and develop resiliency, enhance well-being, and advance professional connections and peer-to-peer support to meet continued challenges. Lessons learned from these activities will guide and inform future professional development opportunities.

Background The chapter explores the intersection of multimodal and digital literacies and racial identities of Black Caribbean immigrant youth in the United States (U.S.). Drawing on ethnographic research on the ways in which adolescent students embody their identities online, the chapter details some of the tensions that arise when these adolescents attempt to navigate a new home country that racializes their cultural and national identities and literacy practices. Context The chapter offers a meta-analysis of case studies five Black Caribbean immigrant adolescents’ multimodal and digital literacy practices in response to the racialized category “Black.” Looking across four ethnographic case studies, and through the thematic meta-analysis of data, the chapter presents data snapshots of pivotal events that refect issues of race. These events highlight the dialogic ways that these youth make use of literacy practices to understand what it means to be Black and immigrant, and to challenge these dominant, racialized representations that negate their cultural identities. Purpose The purpose of the chapter is to explore the tensions that arise when these adolescents attempt to navigate a new home country that racializes their cultural and national identities and literacy practices. In the case of Black Caribbean immigrant youth, part of this newcomer experience involves negotiating what “race” and “blackness” mean in terms of their academic, social, and personal lives. Thus, the chapter illustrates how young people use their modally and digitally mediated practices to negotiate racialized positionings across physical and virtual spaces, affinity groups, and the school and social contexts of their adopted U.S. homes. Findings As Black Caribbean immigrants, these young persons engage in emotional identity work in their talk about and/or experiences of race. The adolescents’ emotional response to racialized categories was defined by contesting feelings of pride, shame, and resilience. Two salient themes that characterized these tensions are the conflicting sense of 1) national pride versus the racial prejudice, and 2) deficit versus worthy. Their feelings of self-worth were intrinsically connected to racialized identity labels “Black” and “immigrant.” However, the modal tools and spaces they used and created serve as sites of resilience and identity (re)framing. Conclusions Adolescents developed their own personal and/or public voice that allowed them to reevaluate their self-worth, importance of social status, opportunities for advocacy, and their redefinitions of identity labels. Modal spaces and tools offered these adolescents alternative frames of reference within which they could evaluate and reposition Self. The intentional responses of these Black immigrant youth offered positive ways to see and present themselves while challenging deficit narratives of persons of color. Recommendation Explore immigrant adolescents’ use of modal and digital tools and literacies as spaces for socially reconstructing notions of race and identity. Consider modal and virtual digital spaces and tools (e.g., social networks, blogs, photographs/images, talk/stories) as a way to create opportunities for youth to air and share their experiences and ideas, as well as have their stories and positionalities become a part of the broader educational and societal narrative.

PurposeThe purpose of this paper is to describe SPARK, an innovative elementary school that highlights the possibilities for elementary education as COVID-19 continues to unfold.Design/methodology/approachThe authors’ analysis is based on a research synthesis of the main features of the SPARK model, as it was operating when schools in Arizona closed because of the coronavirus pandemic: project-based learning, a teaming model, heterogeneously grouped multi-age classes, blended learning, supporting students' development as self-directed learners, mindfulness and looping.FindingsThis paper outlines the empirical grounding for the main features of the model and suggests how they might address elementary students' learning and social emotional needs when schools in Arizona reopen for in-person instruction either as full-service schools or on a staggered or hybrid schedule.Originality/valueEducators from other districts can use this model as a springboard for reimagining their own educational spaces and practices in this new and still uncertain period when schools and school districts consider how to move forward. While many of these practices are not novel, the authors’ research synthesis highlights how SPARK combines them in a way that is unique and particularly relevant for the present moment.

The article reveals the essence of the social and pedagogical problems of the modern family. The research states that the family is an important institution for the formation, development and upbringing of a child, the main carrier of social and cultural practices, promotes preservation of traditions and values, and develops work skills, moral principles, norms and rules of conduct. The study has characterized positive factors of raising a child in a family: ensuring the inclusion of a child in a specific social group, which includes different age, gender, professional subsystems; promoting the development of children’s primary ideas about life goals and values and assimilation of general cultural norms of behavior in the society; formation in the growing personality of the image of own “I”; laying the foundations of the child’s character and attitude to work, moral and cultural values, formation of a set of habits and behavior stereotypes, and initial preparation to perform in the future the role of a responsible parent. The research has identified and described the negative factors influencing the upbringing of children in the family. They include unfavorable psychological climate in the family; mutual alienation of the older and younger generation; weakening and disruption of family, parental and marital ties; reduction of the authority of parents and importance of family values, which significantly affects the well-being of a child in the family; lack of knowledge of parents about the psychological and pedagogical features of the development of children of different ages; lack of unified requirements for the upbringing of children in the family and undemanding attitude to children; violation of partnership relations with the school or unwillingness to establish them; use of ineffective forms and methods of education and inability or unwillingness to use new, progressive forms, methods and means of education, etc. The article defines functions of family upbringing: reproductive, primary socialization, emotional and psychological support, protective, economic, and educational. These functions are carried out within the family ecosystem, which, in turn, is characterized by the following criteria: resourcefulness; self-esteem; self-actualization; effective functionality; internal self-control and self-regulation; empathy; focus on a positive and effective response to adverse external challenges; emotional and psychological communication of all family members; career and professional sphere; combination or change of family roles; social protection of the family (provided by the interaction with the institutions of labor, education, health, culture, state); health-preserving technologies to ensure sanitary, hygienic and ecological well-being, and culture of interaction with nature. The research highlights the areas of partnership and cooperation between the family and school. They include awareness of the importance of close integration of the family and school to obtain a quality result of interaction; development of the scientific foundations of psychological and pedagogical interaction based on the principles and provisions of modern pedagogical science; development of the theory of effective management of the system of pedagogical interaction of the family and school, etc.

Nurturing approaches (NA) derived from the need to support children’s social, emotional and behavioural development and their ability to build secure relationships with others (Boxall, 2002). This systematic review follows Hughes and Schlösser’s (2014) review of the effectiveness of nurture groups (NGs). The purpose was two-fold: To assess whether the issues highlighted by Hughes and Schlösser (2014) have been addressed; and to evaluate the quality of evidence supporting the implementation of NAs in primary schools across Scotland. Both NGs and whole-school nurture were included, reflecting current nurturing practices in Scotland. 647 articles were initially sourced from a range of databases. Following eligibility screening, eight peer-reviewed articles were identified for appraisal and synthesis using the Downs and Black (1998) research quality checklist and National Institute for Health and Care Excellence (2012) guidelines. A range of methodological approaches and findings were reported, such as: Improvements in relationships, social skills, emotional regulation, academic engagement and attitudes towards school. Overall, NAs have been shown to relate to positive outcomes for primary school-aged children. However, due to a number of methodological issues, the reliability and generalisability of these findings were questionable. The findings were discussed in relation to the current Scottish context. The rise of whole-school approaches; the importance of inclusive practice; considerations for the use of quantitative and qualitative research in education; and considerations around the impact of the current Covid-19 pandemic were included. Implications for educational psychology practice and future research were discussed, in addition to the limitations of the current review.

Introduction. The article examines the problem of low learning outcomes of schoolchildren in the modern education system. The purpose of the article is to identify and summarize the ways of overcoming students’ academic failure from the standpoint of foreign and Russian studies for their use at schools. Materials and Methods. To achieve the aim of the review, 63 full-text sources were analyzed. The study used general research methods of theoretical knowledge, thematic content analysis, synthesis of theoretical foundations, and comparative method for identifying and summarizing research on ways of overcoming students’ academic failure in foreign and Russian theory and practice and their use at schools. The generalization of the research results was based of the systematic approach. Results. Analysis of the studies has shown that in order to overcome student failure at school, it is necessary to introduce practical methods in schools that will bring about a reduction in the level of unsuccessful students. Schools' work to involve parents in their children's education and school activities (engagement at home, engagement at school, academic socialization) has a positive impact on reducing student failure at school. A special role of the parent community is to develop students’ motivation to learn. The work of schools to integrate formal and non-formal education expands the educational space and contributes to overcoming school failure, developing the emotional, intellectual, communicative sphere, educational motivation and social advancement of students. The use of various forms of mentoring in schools mainly leads to the design of programs for students' personal growth, building their own professional path of self-development and developing motivation for learning. Using international experience in applying developmental programs in Russian schools will ensure equalization of starting opportunities for students with low socio-economic status. Conclusions. The review concludes that the introduction of ways to overcome the academic failure (parental involvement, supplementary education, using various forms of mentoring and international practices of developmental education programs) in the school practice will contribute to reducing the rate of student failure in school.

Aim/Purpose: The purpose of this collaborative autoethnographic research study was to explore how a shared Ghanaian study abroad experience would (re)shape how two U.S. first-generation Black women doctoral students understood teaching, learning, and academic achievement. Through our experiences, we reflected on what a reimagining U.S. higher education could look like to facilitate a cultural shift in educational norms. Background: The centrality of whiteness in U.S. education contributes to the learning and unlearning of people of Black students. The promise of Ghana, then, represents a space for revisioning who we are and could be as student affairs and counselor educators through more African ways of knowing. Methodology: Collaborative Autoethnography (CAE) served as the methodology for this study. CAE can be described as a collaborative means of self-engagement (Chang, Ngunjiri, Hernandez, 2013; Chang, 2016) and is an interplay between collaboration, autobiography, and ethnography among researchers (Chang, Ngunjiri, Hernandez, 2013), where researchers’ experiences, memories, and autobiographical materials are gathered, analyzed, and interpreted to gain insight into a particular experience (Chang, Ngunjiri, Hernandez, 2013; Chang, 2016). Contribution: This study nuances ways of knowing and expectations around learning and accomplishment for Black students. This is done through following the journey of two Black women doctoral students in counselor education and student affairs who are deeply aware of the ways their classroom and educative practices contribute to the socialization and learning of Black children. This paper offers strategies for operationalizing more culturally responsive ways of engaging students and of enacting student affairs and counselor educator practices. Findings: The findings from this study have been synthesized into two major themes: (1) The reimagining of professional preparation; and (2) student and teacher socialization. Together, they reveal ways in which inherently Ghanaian practices and techniques of teaching and learning contribute to increased student engagement, educational attainment, and success. Recommendations for Practitioners: Higher education practitioners should consider how to apply Ghanaian principles of success and inclusion to ensure students can participate in campus programs and initiatives with minimal barriers (financial, social, and emotional) through collective commitment to inclusion, centering non-western constructs of time so that students have flexibility with institutional engagement, and design support systems for student leaders where collective rather than individual accomplishments are centered. Recommendation for Researchers: Researchers should consider shifting the centrality of positivist notions of scholarship in publication and research pipelines so that inherently African ways of knowing and being are included in the construction of knowledge. Impact on Society: This study has societal implications for the P-20 educational pipeline as it pertains to Black students and Black education. Specifically, there are implications for the many ways that we can affirm Black brilliance in U.S. public school settings, by acknowledging what and how they come to know things about the world around them (e.g., via singing, dancing, poetry, questioning). In terms of higher education in the U.S., this study calls into question how we, as educators and practitioners, position Black students’ ancestral knowledges as being both valid and valuable in the classroom. Future Research: Future researchers may wish to examine: (1) the direct suggestions for what inclusive education can look like from Ghanaians themselves as outsiders looking into U.S. education; (2) exploration of Black American and Ghanaian student perspectives and perceptions on teaching and learning in their respective countries, and (3) exploration of a broader range of Black people's voices including those of Black LGBT people, Black trans women, and non-millennial Black educators, for insight into making educational spaces more inclusive, transformative, and affirming.

This presentation focuses on a transdisciplinary approach to innovative and collaborative learning practices driven by technology. It highlights two salient elements associated with industry practices and processes in relation to learning and educational contexts: empowerment of individuals and communities of practice through technology, and a broader consideration of industrial approaches to the concept of learning and teaching enhanced within a digital environment. More precisely, this presentation will feature some of the key theoretical frameworks used in three different settings of learning and teaching in France with regards to the life-long learning approach thanks to Social and Emotional Learning (SEL) (WEF, 2016). It will also discuss the positive effect of the Internet and its affordances (Southerton & Taylor, 2020) on reducing the differences between theoretical and applied knowledge via professional-focused communities (Danvers, 2003). Thus, it will briefly explain that spatial and cognitive learning proximities (Lave & Wenger 1991; Fruchter, 2001) can be reduced by virtue of technology (Anders, 2016; Antonczak, 2019; Glazewski & Hmelo-Silver, 2019) and that ‘computer-supported collaborative learning’ methods can facilitate social and shared problem-solving (Sawyer, 2005; Levallet & Chan, 2018; Presicce et al., 2020) without the ‘restriction of time and place’ (Cheng et al., 2019, 489). Additionally, it will point out some aspects of problem-solving through ‘emancipatory learning and social action’ (Merriam, 2001, 9) through the use of ‘actual’ content and ‘actionable feedback’ (Woods & Hennessy, 2019) enhanced by digital tools and tactics. Next, it will focus on three case studies by concisely presenting key specifics for each of the courses, including the various digital tools used and followed by some quick interim reflections. Then it will summarise the challenges and the barriers encountered across the different practices such as virtual delivery, the size of the students' groups and some connectivity considerations. It will be followed by the principal advantages and opportunities, like the professionalisation dimension through interactive and authentic learning enhanced by affordances. And it will conclude with some managerial recommendations as experiential and practical methods (knowledge codification) thanks to industry-based teaching supported by digital technologies. The presentation will close with the overall conclusion in relation to digital technology and some of the key 21st-century career skills. In general, the findings will be of interest to academics, practitioners and policymakers. The added value of this transdisciplinary investigation is that it improves research on collaborative innovation and collective knowledge by creating a bridge between the fields of Education and Business. Bibliography Anders, A. (2016). Team communication platforms and emergent social collaboration practices. International Journal of Business Communication, 53(2), pp. 224-261. Ananiadou, K. & M. Claro (2009). 21st Century Skills and Competences for New Millennium Learners in OECD Countries, OECD Education Working Papers, No. 41, OECD Publishing. Antonczak, L. (2019). Scaling-up collaborative practices through mobile technology. The 25th International Conference on Engineering/International Technology Management Conference (ICE/ITMC), June 17-19, Nice. Askay, D. A. & Spivack, A. J. (2010). The multidimensional role of trust in enabling creativity within virtual communities of practice: A theoretical model integrating swift, knowledge-based, institution-based, and organizational trust. In 43rd Hawaii International Conference on System Sciences, Hawaii, pp. 1-10. Cairns, L. (2000). The process/outcome approach to becoming a capable organization. In Australian Capability Network Conference, Sydney, 1-14. Cheng, E. W., Chu, S. K., & Ma, C. S. (2019). Students’ intentions to use PBWorks: a factor-based PLS-SEM approach. Information and Learning Sciences, 120(7/8), 489-504. Cochrane, T., Antonczak, L., Guinibert, M., Mulrennan, D., Rive, V., & Withell, A. (2017). A framework for designing transformative mobile learning. In Mobile Learning in Higher Education in the Asia-Pacific Region ( 25-43). Springer, Singapore. Danvers, J. (2003). Towards a radical pedagogy: Provisional notes on learning and teaching in art & design. International Journal of Art & Design Education, 22(1), 47-57. Dewey, J. (1991). Logic: The theory of inquiry. In J. A. Boydston (Ed.), John Dewey: The Later Works, 1925–1953, Vol. 12 (1-5). Carbondale, IL: SIU Press. [Originally published in 1938] Dziuban, C., Graham, C. R., Moskal, P. D., Norberg, A., & Sicilia, N. (2018). Blended learning: the new normal and emerging technologies. International Journal of Educational Technology in Higher Education, 15(1), 1-16. Fruchter, R. (2001). Dimensions of teamwork education. International Journal of Engineering Education, 17(4/5), 426-430. Glazewski, K. D., & Hmelo-Silver, C. E. (2019). Scaffolding and supporting the use of information for ambitious learning practices. Information and Learning Sciences, 120(1/2), 39-58. Hase, S. & Kenyon, C. (2007). Heutagogy: A child of complexity theory. Complicity: An International Journal of Complexity and Education, 4(1), 111-119. Lave, J. & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press. Levallet, N., & Chan, Y. E. (2018). Role of Digital Capabilities in Unleashing the Power of Managerial Improvisation. MIS Quarterly Executive, 17(1), 1-21. Lewin, K. (1947). Group decision and social change. Readings in Social Psychology, 3(1), 197-211. McKenney, S., & Reeves, T. C. (2013). Systematic review of design-based research progress: Is a little knowledge a dangerous thing?. Educational Researcher, 42(2), 97-100. Makri, S., Ravem, M., & McKay, D. (2017). After serendipity strikes: Creating value from encountered information. Proceedings of the Association for Information Science and Technology, 54(1), 279-288. Mascheroni, G., & Vincent, J. (2016). Perpetual contact as a communicative affordance: Opportunities, constraints, and emotions. Mobile Media & Communication, 4(3), 310-326. Merriam, S. B. (2001). Andragogy and self-directed learning: Pillars of adult learning theory. New Directions for Adult and Continuing Education, 89, 3-13. Pont, B. (2013). Learning Standards, Teaching Standards and Standards for School Principals: A Comparative Study. Rapport no. EDU/WKP(2013)14. Centre of Study for Policies and Practices in Education (CEPPE). Retrieved from: http://www.oecd.org/officialdocuments/publicdisplaydocumentpdf/?cote=EDU/WKP(2013)14&docLanguage=En (accessed December 31, 2020). Presicce, C., Jain, R., Rodeghiero, C., Gabaree, L. E., & Rusk, N. (2020). WeScratch: an inclusive, playful and collaborative approach to creative learning online. Information and Learning Sciences, 121(7/8), 695-704. Reeves, T. C. (2005). Design-based research in educational technology: Progress made, challenges remain. Educational Technology, 45(1), 48-52. Southerton, C., & Taylor, E. (2020). Habitual disclosure: Routine, affordance, and the ethics of young peoples social media data surveillance. Social Media+ Society, 6(2), https://doi.org/10.1177/2056305120915612

Self-regulation in children is an important thing that needs to be prepared from an early age. Besides affecting children's school readiness, this also makes it easier for children to have good academic achievements. This study aims to determine the influence of moving to the beat of early childhood self-regulation. This research was conducted on kindergarten group B students in East Jakarta. The research method used is a quasi-experiment method with a sample of 20 students. The data collection technique uses observations by analysing paired t-test statistical data. The results of the study explained that there was a significant effect of moving to the beat of early childhood self-regulation. The significance level is 0.000 < 0.05, which means that H0 is rejected and H1 is accepted, this indicates a significant difference between the pre-test and post-test. For further research, it is recommended to look at the influence of other factors on early childhood self-regulation. Keywords: Beats, Early childhood, Moving, Self-Regulation References: Baltazar, M., Västfjäll, D., Asutay, E., Koppel, L., & Saarikallio, S. (2019). Is it me or the music? Stress reduction and the role of regulation strategies and music. Music & Science, 2, 205920431984416. https://doi.org/10.1177/2059204319844161 Blair, C., & Raver, C. C. (2012). Individual development and evolution: Experiential canalization of self-regulation. Developmental Psychology, 48(3), 647–657. https://doi.org/10.1037/a0026472 Blair, C., & Raver, C. C. (2015). School Readiness and Psychobiological Approach. August 2014, 1–21. https://doi.org/10.1146/annurev-psych-010814-015221 Blair, C., & Razza, R. P. (2007). Relating Effortful Control, Executive Function, and False Belief Understand... Child Development, 78(2), 647–663. https://doi.org/10.2307/4139250 Booth, A., O’Farrelly, C., Hennessy, E., & Doyle, O. (2019). ‘Be good, know the rules’: Children’s perspectives on starting school and self-regulation. Childhood, 26(4), 509–524. https://doi.org/10.1177/0907568219840397 Cadima, J., Verschueren, K., Leal, T., & Guedes, C. (2016). Classroom Interactions, Dyadic Teacher–Child Relationships, and Self–Regulation in Socially Disadvantaged Young Children. Journal of Abnormal Child Psychology, 44(1), 7–17. https://doi.org/10.1007/s10802-015-0060-5 Charissi, V., & Rinta, T. (2014). Children’s musical and social behaviours in the context of music-making activities supported by digital tools: examples from a pilot study in the UK. Journal of Music, Technology and Education, 7(1), XXXXX. https://doi.org/10.1386/jmte.7.1.39_1 Dalla Bella, S., Berkowska, M., & Sowiński, J. (2015). Moving to the Beat and Singing are Linked in Humans. Frontiers in Human Neuroscience, 9(December), 1–13. https://doi.org/10.3389/fnhum.2015.00663 Danielsen, A., Haugen, M. R., & Jensenius, A. R. (2015). Moving to the Beat: Studying Entrainment to Micro-Rhythmic Changes in Pulse by Motion Capture. 0315. Diamond, A. (2013). Functions, Executive. Annual Reviews Psychology, 29(146), 13–15. https://doi.org/10.1146/annurev-psych-113011-143750 Diamond, A. (2016). Why improving and assessing executive functions early in life is critical. In Executive function in preschool-age children: Integrating measurement, neurodevelopment, and translational research. (pp. 11–43). American Psychological Association. https://doi.org/10.1037/14797-002 Duckworth, A. L., Quinn, P. D., & Tsukayama, E. (2012). What No Child Left Behind Leaves Behind: The Roles of IQ and Self-Control in Predicting Standardized Achievement Test Scores and Report Card Grades. Journal Education Psycology, 104(2), 439–451. https://doi.org/10.1037/a0026280.What Edossa, A. K., Schroeders, U., Weinert, S., & Artelt, C. (2018). The development of emotional and behavioral self-regulation and their effects on academic achievement in childhood. International Journal of Behavioral Development, 42(2), 192–202. https://doi.org/10.1177/0165025416687412 Eunhye, H., Cynthia, K. B., & Jeon, L. (2015). The Association Between Teachers’ Child-Centered Beliefs and Children’s Academic Achievement: The Indirect Effect of Children’s Behavioral Self-regulation. Developmental Psychology, 44, 309–325. https://doi.org/DOI 10.1007/s10566-014-9283-9 Flook, L., Smalley, S. L., Kitil, M. J., Galla, B. M., Kaiser-Greenland, S., Locke, J., Ishijima, E., & Kasari, C. (2010). Effects of mindful awareness practices on executive functions in elementary school children. Journal of Applied School Psychology, 26(1), 70–95. https://doi.org/10.1080/15377900903379125 Fujii, S., & Schlaug, G. (2013). The Harvard Beat Assessment Test (H-BAT): a battery for assessing beat perception and production and their dissociation. Frontiers in Human Neuroscience, 7(November), 1–16. https://doi.org/10.3389/fnhum.2013.00771 Gammage, P. (2019). Early childhood education and care in context. In Early Years Education and Care. https://doi.org/10.4324/9781315768700-2 George, E. M., & Coch, D. (2011). Music training and working memory: An ERP study. Neuropsychologia, 49(5), 1083–1094. https://doi.org/10.1016/j.neuropsychologia.2011.02.001 Hallam, S. (2010). The power of music : Its impact on the intellectual , social and personal development of children and young people. https://doi.org/10.1177/0255761410370658 Howes, C., Burchinal, M., Pianta, R., Bryant, D., Early, D., Clifford, R., & Barbarin, O. (2008). Ready to learn? Children’s pre-academic achievement in pre-Kindergarten programs. Early Childhood Research Quarterly, 23(1), 27–50. https://doi.org/10.1016/j.ecresq.2007.05.002 Jacobson-Chernoff, J., Flanagan, K. D., McPhee, C., & Park, J. (2007). Preschool: First findings from the preschool follow-up of the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B). In National Center for Education Statistics. NCES Publication No. 2008-025. Lobo, Y. B., & Winsler, A. (2006). The effects of a creative dance and movement program on the social competence of head start preschoolers. Social Development, 15(3), 501–519. https://doi.org/10.1111/j.1467-9507.2006.00353.x Marsden, E., & Torgerson, C. J. (2012). Article in Oxford Review of Education ·. May 2016. https://doi.org/10.2307/41702779 McClelland, M. M., & Cameron, C. E. (2012). Self-Regulation Early Childhood: Improving Conceptual Clarity and Developing Ecologically Valid Measures. Child Development Perspectives, 6(2), 136–142. https://doi.org/10.1111/j.1750-8606.2011.00191.x OCDE. (2013). Education at a Glance 2013. https://doi.org/10.1787/gov_glance-2011-en Pianta, R., Howes, C., Burchinal, M., Bryant, D., Clifford, R., Early, D., & Barbarin, O. (2005). Features of Pre-Kindergarten Programs, Classrooms, and Teachers: Do They Predict Observed Classroom Quality and Child-Teacher Interactions? Applied Developmental Science, 9(3), 144–159. https://doi.org/10.1207/s1532480xads0903_2 Ponitz, C. C., McClelland, M. M., Matthews, J. S., & Morrison, F. J. (2009). A Structured Observation of Behavioral Self-Regulation and Its Contribution to Kindergarten Outcomes. Developmental Psychology, 45(3), 605–619. https://doi.org/10.1037/a0015365 Putkinen, V., Tervaniemi, M., & Huotilainen, M. (2013). Informal musical activities are linked to auditory discrimination and attention in 2-3-year-old children: an event-related potential study. European Journal of Neuroscience, 37(4), 654–661. https://doi.org/10.1111/ejn.12049 Putkinen, Vesa, Tervaniemi, M., Saarikivi, K., & Huotilainen, M. (2015). Promises of formal and informal musical activities in advancing neurocognitive development throughout childhood. Annals of the New York Academy of Sciences, 1337(1), 153–162. https://doi.org/10.1111/nyas.12656 Salisch, M. Von, Haenel, M., & Denham, S. A. (2015). Early Education and Development Self-Regulation , Language Skills , and Emotion Knowledge in Young Children From Northern Germany. July 2015. https://doi.org/10.1080/10409289.2015.994465 Schibli, K., Van Roon, P., MacDougall, K., & D’Angiulli, A. (2015). Practicing self-regulation through music: An ERP study comparing child musicians and nonmusicians. International Journal of Developmental Neuroscience, 47(2015), 97. https://doi.org/10.1016/j.ijdevneu.2015.04.265 Thomason, A. C., & La Paro, K. M. (2009). Measuring the Quality of Teacher–Child Interactions in Toddler Child Care. Early Education and Development, 20(2), 285–304. https://doi.org/10.1080/10409280902773351 Varela, W., & Abrami, P. C. (2014). Self-regulation and music learning : A systematic review. https://doi.org/10.1177/0305735614554639 Wiebe, S. A., Espy, K. A., & Charak, D. (2008). Using Confirmatory Factor Analysis to Understand Executive Control in Preschool Children: I. Latent Structure. Developmental Psychology, 44(2), 575–587. https://doi.org/10.1037/0012-1649.44.2.575 Williams, K. E. (2018). Moving to the Beat: Using Music, Rhythm, and Movement to Enhance Self-Regulation in Early Childhood Classrooms. International Journal of Early Childhood, 50(1), 85–100. https://doi.org/10.1007/s13158-018-0215-y Williams, K. E., Barrett, M. S., Welch, G. F., Abad, V., & Broughton, M. (2015a). Associations between early shared music activities in the home and later child outcomes: Findings from the Longitudinal Study of Australian Children. Early Childhood Research Quarterly, 31, 113–124. https://doi.org/10.1016/j.ecresq.2015.01.004 Williams, K. E., Barrett, M. S., Welch, G. F., Abad, V., & Broughton, M. (2015b). Associations between early shared music activities in the home and later child outcomes: Findings from the Longitudinal Study of Australian Children. Early Childhood Research Quarterly, 31, 113–124. https://doi.org/10.1016/j.ecresq.2015.01.004 Williams, K. E., & Berthelsen, D. (2019). Implementation of a rhythm and movement intervention to support self-regulation skills of preschool-aged children in disadvantaged communities. Psychology of Music, 47(6), 800–820. https://doi.org/10.1177/0305735619861433 Williford, A. P., Whittaker, J. E. V., Virginia, E., Downer, J. T., Williford, A. P., Whittaker, J. E. V., & Vitiello, V. E. (2013). Early Education and Development Children ’ s Engagement Within the Preschool Classroom and Their Development of Self-Regulation Children ’ s Engagement Within the Preschool Classroom and Their Development of Self-Regulation. Early Education and Development, 24, 162–187. https://doi.org/10.1080/10409289.2011.628270 Zachariou, A., & Whitebread, D. (2016). Musical play and self-regulation : does musical play allow for the emergence of self-regulatory behaviours ? 4937(February). https://doi.org/10.1080/21594937.2015.1060572 Zimmerman, B. J. (2010). Self-Regulated Learning and Academic Achievement: An Overview. Educational Psychologist, 25(1), 3–17. https://doi.org/10.1207/s15326985ep2501

Parental Involvement in their children's schooling has long been recognized as a critical component of good education. This study aims to find out the relationship between socioeconomic status, interpersonal communication, and school climate with parental involvement in early childhood education. Using survey and correlational research design, data collection was carried out through accumulation techniques with tests and questionnaires. The data analysis technique used statistical analysis and multiple regressions. The findings in the socio-economic context of parents show that the measure of power is an indicator in the very high category with a total score of 5, while the measures of wealth, honour and knowledge are included in the high category with a total score of 4 in relation to parental involvement. The form of interpersonal communication, the openness of parents in responding happily to information / news received from schools about children is a finding of a significant relationship with parental involvement in early childhood education. The school climate describes the responsibility for their respective duties and roles, work support provided, and interpersonal communication relationships, parents at home and teachers at school. Keywords: Socio-economic Status, Interpersonal Communication, Climate School, Parental Involvement, Early Childhood Education References Amato, P. R. (2005). The Impact of Family Formation Change on the Cognitive, Social, and Emotional Well-Being of the Next Generation. The Future of Children, 15(2), 75–96. https://doi.org/10.1353/foc.2005.0012 Arnold, D. H., Zeljo, A., Doctoroff, G. L., & Ortiz, C. (2008). Parent Involvement in Preschool: Predictors and the Relation of Involvement to Preliteracy Development. School Psychology Review, 37(1), 74–90. https://doi.org/10.1080/02796015.2008.12087910 Barbato, C. A., Graham, E. E., & Perse, E. M. (1997). Interpersonal communication motives and perceptions of humor among elders. Communication Research Reports, 14(1), 48–57. https://doi.org/10.1080/08824099709388644 Barbato, C. A., Graham, E. E., & Perse, E. M. (2003). Communicating in the Family: An Examination of the Relationship of Family Communication Climate and Interpersonal Communication Motives. Journal of Family Communication, 3(3), 123–148. https://doi.org/10.1207/S15327698JFC0303_01 Barnard, W. M. (2004). Parent involvement in elementary school and educational attainment. Children and Youth Services Review, 26(1), 39–62. https://doi.org/10.1016/j.childyouth.2003.11.002 Benner, A. D., Boyle, A. E., & Sadler, S. (2016). Parental Involvement and Adolescents’ Educational Success: The Roles of Prior Achievement and Socioeconomic Status. Journal of Youth and Adolescence, 45(6), 1053–1064. https://doi.org/10.1007/s10964-016-0431-4 Berkowitz, R., Astor, R. A., Pineda, D., DePedro, K. T., Weiss, E. L., & Benbenishty, R. (2021). Parental Involvement and Perceptions of School Climate in California. Urban Education, 56(3), 393–423. https://doi.org/10.1177/0042085916685764 Berkowitz, R., Moore, H., Astor, R. A., & Benbenishty, R. (2017). A Research Synthesis of the Associations Between Socioeconomic Background, Inequality, School Climate, and Academic Achievement. Review of Educational Research, 87(2), 425–469. https://doi.org/10.3102/0034654316669821 Brand, S., Felner, R. D., Seitsinger, A., Burns, A., & Bolton, N. (2008). A large-scale study of the assessment of the social environment of middle and secondary schools: The validity and utility of teachers’ ratings of school climate, cultural pluralism, and safety problems for understanding school effects and school improvement. Journal of School Psychology, 46(5), 507–535. https://doi.org/10.1016/j.jsp.2007.12.001 Brand, S., Felner, R., Shim, M., Seitsinger, A., & Dumas, T. (2003). Middle school improvement and reform: Development and validation of a school-level assessment of climate, cultural pluralism, and school safety. Journal of Educational Psychology, 95(3), 570–588. https://doi.org/10.1037/0022-0663.95.3.570 Culp, A. M., Hubbs-Tait, L., Culp, R. E., & Starost, H.-J. (2000). Maternal Parenting Characteristics and School Involvement: Predictors of Kindergarten Cognitive Competence Among Head Start Children. Journal of Research in Childhood Education, 15(1), 5–17. https://doi.org/10.1080/02568540009594772 Dearing, E., McCartney, K., Weiss, H. B., Kreider, H., & Simpkins, S. (2004). The promotive effects of family educational involvement for low-income children’s literacy. Journal of School Psychology, 42(6), 445–460. https://doi.org/10.1016/j.jsp.2004.07.002 Desforges, C., Abouchaar, A., Great Britain, & Department for Education and Skills. (2003). The impact of parental involvement, parental support and family education on pupil achievements and adjustment: A literature review. DfES. El Nokali, N. E., Bachman, H. J., & Votruba-Drzal, E. (2010). Parent Involvement and Children’s Academic and Social Development in Elementary School: Parent Involvement, Achievement, and Social Development. Child Development, 81(3), 988–1005. https://doi.org/10.1111/j.1467-8624.2010.01447.x Englund, M. M., Luckner, A. E., Whaley, G. J. L., & Egeland, B. (2004). Children’s Achievement in Early Elementary School: Longitudinal Effects of Parental Involvement, Expectations, and Quality of Assistance. Journal of Educational Psychology, 96(4), 723–730. https://doi.org/10.1037/0022-0663.96.4.723 Epstein, J. L. (Ed.). (2002). School, family, and community partnerships: Your handbook for action (2nd ed). Corwin Press. Fan, X. (2001). Parental Involvement and Students’ Academic Achievement: A Growth Modeling Analysis. The Journal of Experimental Education, 70(1), 27–61. https://doi.org/10.1080/00220970109599497 Fan, X., & Chen, M. (2001). Parental Involvement and Students’ Academic Achievement: A Meta-Analysis. Educational Psychology Review, 23. Georgiou, S. N., & Tourva, A. (2007). Parental attributions and parental involvement. 10. Gorski, P. (2008). The Myth of the Culture of Poverty. Educational Leadership, 65(7), 32–36. Hamre, B. K., & Pianta, R. C. (2005). Can Instructional and Emotional Support in the First-Grade Classroom Make a Difference for Children at Risk of School Failure? Child Development, 76(5), 949–967. https://doi.org/10.1111/j.1467-8624.2005.00889.x Hill, N. E., & Taylor, L. C. (2004). Parental School Involvement and Children’s Academic Achievement: Pragmatics and Issues. Current Directions in Psychological Science, 13(4), 161–164. https://doi.org/10.1111/j.0963-7214.2004.00298.x Hong, S., & Ho, H.-Z. (2005). Direct and Indirect Longitudinal Effects of Parental Involvement on Student Achievement: Second-Order Latent Growth Modeling Across Ethnic Groups. 11. Hornby, G., & Lafaele, R. (2011). Barriers to parental involvement in education: An explanatory model. Educational Review, 63(1), 37–52. https://doi.org/10.1080/00131911.2010.488049 Hoy, W. K., Tarter, C. J., & Hoy, A. W. (2006). Academic Optimism of Schools: A Force for Student Achievement. American Educational Research Journal, 43(3), 425–446. https://doi.org/10.3102/00028312043003425 Jeynes, W.H. (2014). Parent involvement for urban youth and student of color. In Handbook of urban education (In H. R. Milner&K. Lomotey (Eds.)). NY: Routledge. Jeynes, William H. (2005). Effects of Parental Involvement and Family Structure on the Academic Achievement of Adolescents. Marriage & Family Review, 37(3), 99–116. https://doi.org/10.1300/J002v37n03_06 Jeynes, William H. (2007). The Relationship Between Parental Involvement and Urban Secondary School Student Academic Achievement: A Meta-Analysis. Urban Education, 42(1), 82–110. https://doi.org/10.1177/0042085906293818 Kaplan, D. S., Liu, X., & Kaplan, H. B. (2010). Influence of Parents’ Self-Feelings and Expectations on Children’s Academic Performance. 12. Kuperminc, G. P., Leadbeater, B. J., & Blatt, S. J. (2001). School Social Climate and Individual Differences in Vulnerability to Psychopathology among Middle School Students. Journal of School Psychology, 39(2), 141–159. https://doi.org/10.1016/S0022-4405(01)00059-0 Kutsyuruba, B., Klinger, D. A., & Hussain, A. (2015). Relationships among school climate, school safety, and student achievement and well-being: A review of the literature. Review of Education, 3(2), 103–135. https://doi.org/10.1002/rev3.3043 Long, H., & Pang, W. (2016). Family socioeconomic status, parental expectations, and adolescents’ academic achievements: A case of China. Educational Research and Evaluation, 22(5–6), 283–304. https://doi.org/10.1080/13803611.2016.1237369 Loukas, A. (2007). High-quality school climate is advantageous for all students and may be particularly beneficial for at-risk students. 3. Mattingly, D. J., Prislin, R., McKenzie, T. L., Rodriguez, J. L., & Kayzar, B. (2002). Evaluating Evaluations: The Case of Parent Involvement Programs. Review of Educational Research, 72(4), 549–576. https://doi.org/10.3102/00346543072004549 McWayne, C., Hampton, V., Fantuzzo, J., Cohen, H. L., & Sekino, Y. (2004). A multivariate examination of parent involvement and the social and academic competencies of urban kindergarten children. Psychology in the Schools, 41(3), 363–377. https://doi.org/10.1002/pits.10163 Miedel, W. T., & Reynolds, A. J. (1999). Parent Involvement in Early Intervention for Disadvantaged Children: Does It Matter? Journal of School Psychology, 24. N.A., A., S.A., H., A.R., A., L.N., C., & N, O. (2017). Parental Involvement in Learning Environment, Social Interaction, Communication, and Support Towards Children Excellence at School. Journal of Sustainable Development Education and Research, 1(1), 77. https://doi.org/10.17509/jsder.v1i1.6247 Poon, K. (2020). The impact of socioeconomic status on parental factors in promoting academic achievement in Chinese children. International Journal of Educational Development, 75, 102175. https://doi.org/10.1016/j.ijedudev.2020.102175 Porumbu, D., & Necşoi, D. V. (2013). Relationship between Parental Involvement/Attitude and Children’s School Achievements. Procedia - Social and Behavioral Sciences, 76, 706–710. https://doi.org/10.1016/j.sbspro.2013.04.191 Potvin, R. D. P., & Leclerc, D. (1999). Family Characteristics as Predictors of School Achievement: Parental Involvement as a Mediator. MCGILLJOURNAL OF EDUCATION, 34(2), 19. Reynolds, A. J. (1991). Early Schooling of Children at Risk. 31. Reynolds, A. J. (1992). Comparing measures of parental involvement and their effects on academic achievement. Early Childhood Research Quarterly, 7(3), 441–462. https://doi.org/10.1016/0885-2006(92)90031-S Reynolds, A. J., Ou, S.-R., & Topitzes, J. W. (2004). Paths of Effects of Early Childhood Intervention on Educational Attainment and Delinquency: A Confirmatory Analysis of the Chicago Child-Parent Centers. Child Development,75(5), 1299–1328. https://doi.org/10.1111/j.1467-8624.2004.00742.x Reynolds, A. J., Temple, J. A., Ou, S.-R., Arteaga, I. A., & White, B. A. B. (2011). School-Based Early Childhood Education and Age-28 Well-Being: Effects by Timing, Dosage, and Subgroups. 333, 6. Shute, V. J., Hansen, E. G., Underwood, J. S., & Razzouk, R. (2011). A Review of the Relationship between Parental Involvement and Secondary School Students’ Academic Achievement. Education Research International, 2011, 1–10. https://doi.org/10.1155/2011/915326 Simons-Morton, B. G., & Crump, A. D. (2003). Association of Parental Involvement and Social Competence with School Adjustment and Engagement Among Sixth Graders. 6. Steinberg, L., Lamborn, S. D., Dornbusch, S. M., & Darling, N. (1992). Impact of Parenting Practices on Adolescent Achievement: Authoritative Parenting, School Involvement, and Encouragement to Succeed. Child Development, 63(5), 1266. https://doi.org/10.2307/1131532 Sun, S., Hullman, G., & Wang, Y. (2011). Communicating in the multichannel age: Interpersonal communication motivation, interaction involvement and channel affinity. 9. Sy, S., & Schulenberg, J. (2005). Parent beliefs and children’s achievement trajectories during the transition to school in Asian American and European American families. International Journal of Behavioral Development, 29(6), 505–515. https://doi.org/10.1080/01650250500147329 Thapa, A., Cohen, J., Guffey, S., & Higgins-D’Alessandro, A. (2013). A Review of School Climate Research. 29. Turney, K., & Kao, G. (2009). Barriers to School Involvement: Are Immigrant Parents Disadvantaged? The Journal of Educational Research, 102(4), 257–271. https://doi.org/10.3200/JOER.102.4.257-271 Wong, S. W., & Hughes, J. N. (2006). Ethnicity and Language Contributions to Dimensions of Parent Involvement. School Psychology Review, 35(4), 645–662. https://doi.org/10.1080/02796015.2006.12087968

The paper reviews the issue of self-regulation development in adolescents as the process of supporting favourable and transforming unfavourable emotional states appropriate to the performed joint activity. Experiencing intense emotions makes personal growth more difficult for the adolescent, and therefore the task of promoting self-regulation becomes extremely important. Our hypothesis was that the development of self-regulation contributes to the adolescent’s ability to recognize and interpret emotional states and extends the range of practices available to him/ her. Creating operative images of an object in concrete situations has a mediated effect on the transformation of the emotional states experienced by the adolescent. The revealed social psychological conditions were implemented through role-based forms of group activities, methods and means of self-regulation development. We evaluate the effectiveness of the development of self-regulation in adolescents based on certain criteria and analyse the outcomes of an experimental study. The ideas proposed in this paper can be used in the formation of regulative universal learning actions in adolescents at school to develop their ability to consciously regulate emotional states in the context of implementing the federal state education standards.

Introduction Teaching norms and values through sport and physical education (PE) is a worldwide expectation (European Parliament, 2007; International Olympic Committee, 2020), even though little is known about processes that could explain such expectation (Hatzigeorgiadis et al., 2013). Identifying them is fundamental to overcome this ideology and to improve educational programs through sport. As personal values are built according to salient social norms (Jonas et al., 2008), past research in sport and educational sciences focused on identifying salient norms and values during sport practices (e.g., Whitehead et al., 2013) and on pointing out how teachers/stakeholders can make educational norms and values salient during practice (e.g., Koh et al., 2016). We propose that the singularity of sport and PE to build values does not (only) come from the type of salient values but rather from the specific capacity of sport and PE contexts to enhance adhesion to salient norms. Indeed, sport and PE place practitioners in front of challenges that require bodily commitment and induce specific emotional context of threat and arousal of the sympathetic nervous system. Because such emotional contexts enhance adhesion to ingroup norms (Fritsche & Jugert, 2017; Hart et al., 2005; Swann et al., 2010), two studies aim to demonstrate that bodily commitment in sport and PE increases adherence to salient ingroup norms. We hypothesize a normative salience effect (H1) and a norm salience x bodily commitment interaction effect (H2) on adolescents’ personal values and behavioral consequences. Method Two studies conducted in PE followed a 2 (norm salience) x 2 (bodily commitment) factorial design. One hundred and thirty-nine students (Mage = 13.97; ± 0.72; 62.1% girls, aged 13-16) took part to Study 1 and 187 (Mage = 13.59; ± 0.76; 61.5% girls, aged 12-16) to Study 2. Based on a priori power calculation (package simr, Green & Macleod, 2016), these sample size allowed us to have a sufficient statistical power of 95%. Participants first completed a preliminary questionnaire measuring personal values (Louis et al., 2009; Schwartz, 2011). Two weeks later, they participated one by one to the experimental phase. An ingroup norm was made salient, either the experimental one (pro-environmental in Study 1, healthy eating in Study 2) or the control one (anti-discrimination in Study 1 and 2), by presenting manipulated results to the preliminary questionnaire, in the form of graphic figures (Study 1) or pictures (Study 2; Gabarrot et al., 2009). They then had to do a physical exercise with weak or strong bodily commitment in climbing (Study 1) or gymnastic (Study 2). Finally, a questionnaire measured personal values (repeated measure), emotional states (arousal and threat), pro-environmental behavioral intentions (Study 1) and social desirability (Study 2) (S-CSD, Miller et al., 2014). Healthy eating self-reported behaviors were assessed one week later (Study 2). Data were analyzed using contrast with bootstrapping method as recommended by many authors (Judd et al., 2017): C1 tested the norm salience effect, C2 the bodily commitment effect in the experimental norm salience condition and C3 the bodily commitment effect in the control norm salience condition. To support our hypotheses, after controlling for initial personal values, classroom level, and social desirability effects, C1 and C2 had to be significant while C3 did not on the personal values. Then, mediating effects of our conditions on behavior measures through changes in personal values were tested. Finally, a two-studies meta-analysis was conducted on personal values and the role of arousal and threat states in producing changes in personal values was explored. Results First, bootstrap linear mixed models revealed that, in Study 1, pro-environmental personal values at T1 were positively and significantly predicted by initial pro-environmental values (Estimate = 0.72, SE = 0.05, p < .001), C1 (Estimate = 0.22, SE = 0.10, p < .05) and C2 (Estimate = 0.30, SE = 0.11, p < .01) but not by C3 (p > .05). In Study 2, the model indicated that healthy eating personal values at T1 were predicted by initial healthy eating values (Estimate = 0.64, SE = 0.03, p < .001), social desirability (Estimate = 0.64, SE = 0.09 p < .05) and C1 (Estimate = 0.34, SE = 0.09, p < .01). The influence of C2 was marginally significant (Estimate = 0.28, SE = 0.13, p = .051), while C3 (p > .05) was not significant. Second, multilevel longitudinal mediation models revealed, for Study 1, significant indirect effects of C1 (p = .03) and C2 (p = .02) on behavioral intentions through changes in pro-environmental values at T1, and for Study 2, a significant indirect effect of C1 (p = .029) on healthy eating behaviors at T2, through changes in healthy eating values at T1. Finally, the meta-analysis revealed that both C1 (d = 0.31) and C2 (d = 0.30) were positive and significant. Analyses on threat and arousal states revealed that, in Study 1, strong compared to weak bodily commitment induced greater threat states (ps < .001), although not impacting participants’ changes in pro-environmental values. In Study 2, strong compared to weak bodily commitment induced greater threat than arousal states in normative salience context (Estimate = 0.30, SE = 0.14, p = .036) and only pupils’ subjective threat significantly impacted changes in healthy eating personal values (p = .04). Discussion Results support our hypotheses, as changes of adolescents’ personal values are explained by normative salient context (H1) and the intensity of bodily commitment in this context of norm salience (H2). Effects were obtained in two studies varying bodily commitment (climbing and gymnastic task), ingroup norm (pro-environmental and healthy eating) and salience induction (graphic figures and pictures). Exploratory analysis highlighted behavioral consequences of adolescents’ changes in personal values and the specific role of threat states. Thus, these results point to a new way of explaining the singularity of sport in effectively constructing personal values of adolescents and orienting their consecutive behaviors (Agenda 2030, United Nations Educational, Scientific and Cultural Organization, 2016): First, particular attention must be paid to norms and values that are salient in sport and PE contexts and second, intense bodily commitment, especially those inducing subjective threat, are required for sport and PE to embrace their educative role. Nevertheless, our results do not suggest to only nurture threat states in sport and PE. Finally, we point to the importance of ingroup norms in the norm adherence process, but this is true whatever these norms are, and teacher/stakeholder cannot always orient the type of ingroup norm made salient during practice. References European Parliament. (2007). The on the role of sport in education. https://www.europarl.europa.eu/doceo/document/A-6-2007-0415_EN.html Fritsche, I., & Jugert, P. (2017). The consequences of economic threat for motivated social cognition and action. Current Opinion in Psychology, 18, 31-36. https://doi.org/10.1016/j.copsyc.2017.07.027 Gabarrot, F., Falomir-Pichastor, J. M., & Mugny, G. (2009). Being similar versus being equal: Intergroup similarity moderates the influence of in-group norms on discrimination and prejudice. British Journal of Social Psychology, 48(2), 253–273. https://doi.org/10.1348/014466608X342943 Green, P., & MacLeod, C. J. (2016). SIMR: An R package for power analysis of generalized linear mixed models by simulation. Methods in Ecology and Evolution, 7(4), 493-498. https://doi.org/10.1111/2041-210X.12504 Hart, J., Shaver, P. R., & Goldenberg, J. L. (2005). Attachment, self-esteem, worldviews, and terror management: Evidence for a tripartite security system. Journal of Personality and Social Psychology, 88(6), 999–1013. https://doi.org/10.1037/0022-3514.88.6.999 Hatzigeorgiadis, A., Morela, E., Elbe, A.-M., Kouli, O., & Sanchez, X. (2013). The integrative role of sport in multicultural societies. European Psychologist, 18(3), 191–202. https://doi.org/10.1027/1016-9040/a000155 International Olympic Committee. (2020). Olympic Charter. International Olympic Committee. https://stillmed.olympic.org/media/Document%20Library/OlympicOrg/General/EN-Olympic-Charter.pdf Jonas, E., Kayser, D., Martens, A., Fritsche, I., Sullivan, D., & Greenberg, J. (2008). Focus theory of normative conduct and terror-management theory: The interactive impact of mortality salience and norm salience on social judgment. Journal of Personality and Social Psychology, 95(6), 1239-1251. https://doi.org/10.1037/a0013593 Judd, C. M., Mcclelland, G., & Ryan, C. S. (2017). Data analysis: A model comparison approach to regression, ANOVA, and beyond. Routledge. Koh, K. T., Ong, S. W., & Camiré, M. (2016). Implementation of a values training program in physical education and sport: Perspectives from teachers, coaches, students, and athletes. Physical Education and Sport Pedagogy, 21(3), 295-312. https://doi.org/10.1080/17408989.2014.990369 Louis, W. R., Chan, M. K.-H., & Greenbaum, S. (2009). Stress and theory of planned behavior: Understanding healthy and unhealthy eating intentions. Journal of Applied Social Psychology, 39(2), 472-493. https://doi.org/10.1111/j.1559-1816.2008.00447.x Miller, P. H., Baxter, S. D., Hitchcock, D. B., Royer, J. A., Smith, A. F., & Guinn, C. H. (2014). Test-retest reliability of a short form of the children’s social desirability scale for nutrition and health-related research. Journal of Nutrition Education and Behavior, 46(5), 423–428. https://doi.org/10.1016/j.jneb.2013.11.002 Schwartz, S. H. (2011). Values: Cultural and individual. In F. J. R. van de Vijver, A. Chasiotis & S. M. Breugelmans (Eds.), Fundamental questions in cross-cultural psychology (pp. 463–493). Cambridge University Press. https://doi.org/10.1017/CBO9780511974090.019 Swann Jr., W. B., Gómez, A., Huici, C., Morales, J., & Hixon, J. G. (2010). Identity fusion and self-sacrifice: Arousal as a catalyst of pro-group fighting, dying, and helping behavior. Journal of Personality and Social Psychology, 99(5), 824. https://doi.org/10.1037/a0020014 United Nations Educational, Scientific and Cultural Organization. (2016). The Incheon Declaration for Education 2030. Whitehead, J., Telfer, H., & Lambert, J. (Eds.). (2013). Values in youth sport and physical education. London: Routledge.

Disciplinary behavior increases children's responsibility and self-control skills by encouraging mental, emotional and social growth. This behavior is also related to school readiness and future academic achievement. This study aims to look at read aloud with the media of large books in improving disciplinary behavior during early childhood. Participants were 20 children aged 5-6 years. By using qualitative methods as a classroom action research, data collection was carried out by observation, field notes, and documentation. The results of pre-cycle data showed that the discipline behavior of children increased to 42.6%. In the first cycle of intervention learning with ledger media, the percentage of children's discipline behavior increased to 67.05%, and in the second cycle, it increased again to 80.05%. Field notes found an increase in disciplinary behavior because children liked the media which was not like books in general. However, another key to successful behavior of the big book media story. Another important finding is the teacher's ability to tell stories to students or read books in a style that fascinates children. The hope of this intervention is that children can express ideas, insights, and be able to apply disciplinary behavior in their environment. Keywords: Early Discipline Behavior, Read aloud, Big Book Media References Aksoy, P. (2020). The challenging behaviors faced by the preschool teachers in their classrooms, and the strategies and discipline approaches used against these behaviors: The sample of United States. Participatory Educational Research, 7(3), 79–104. https://doi.org/10.17275/per.20.36.7.3 Anderson, K. L., Weimer, M., & Fuhs, M. W. (2020). Teacher fidelity to Conscious Discipline and children’s executive function skills. Early Childhood Research Quarterly, 51, 14–25. https://doi.org/10.1016/j.ecresq.2019.08.003 Andriana, E., Syachruroji, A., Alamsyah, T. P., & Sumirat, F. (2017). Jurnal Pendidikan IPA Indonesia Natural Science Big Book With Baduy Local Wisdom Base. 6(1), 76–80. https://doi.org/10.15294/jpii.v6i1.8674 Aulina, C. N. (2013). Penanaman Disiplin Pada Anak Usia Dini. PEDAGOGIA: Jurnal Pendidikan, 2(1), 36. https://doi.org/10.21070/pedagogia.v2i1.45 Bailey, B. A. (2015). Introduction to conscious discipline Conscious discipline: Building resilient classrooms (J. Ruffo (ed.)). Loving Guidance, Inc. Brown, E. (1970). The Bases of Reading Acquisition. Reading Research Quarterly, 6(1), 49. https://doi.org/10.2307/747048 Clark, S. K., & Andreasen, L. (2014). Examining Sixth Grade Students’ Reading Attitudes and Perceptions of Teacher Read Aloud: Are All Students on the Same Page? Literacy Research and Instruction, 53(2), 162–182. https://doi.org/10.1080/19388071.2013.870262 Colville-hall, S., & Oconnor, B. (2006). Using Big Books: A Standards-Based Instructional Approach for Foreign Language Teacher CandidatesinaPreK-12 Program. Foreign Language Annals, 39(3), 487–506. https://doi.org/doi:10.1111/j.1944-9720.2006.tb02901.x Davis, J. R. (2017). From Discipline to Dynamic Pedagogy: A Re-conceptualization of Classroom Management. Berkeley Review of Education, 6. https://doi.org/10.5070/b86110024 Eagle, S. (2012). Computers & Education Learning in the early years : Social interactions around picturebooks , puzzles and digital technologies. Computers & Education, 59(1), 38–49. https://doi.org/10.1016/j.compedu.2011.10.013 Farrant, B. M., & Zubrick, S. R. (2012). Early vocabulary development: The importance of joint attention and parent-child book reading. First Language, 32(3), 343–364. https://doi.org/10.1177/0142723711422626 Galini, R., & Kostas, K. (2014). Practices of Early Childhood Teachers in Greece for Managing Behavior Problems: A Preliminary Study. Procedia - Social and Behavioral Sciences, 152, 784–789. https://doi.org/10.1016/j.sbspro.2014.09.321 Ho, J., Grieshaber, S. J., & Walsh, K. (2017). Discipline and rules in four Hong Kong kindergarten classrooms : a qualitative case study. International Journal of Early Years Education, 1–15. https://doi.org/10.1080/09669760.2017.1316242 Hoffman, L. L., Hutchinson, C. J., & Reiss, E. (2005). Training teachers in classroom management: Evidence of positive effects on the behavior of difficult children. In The Journal of the Southeastern Regional Association of Teacher Educators (Vol. 14, Issue 1, pp. 36–43). Iraklis, G. (2020). Classroom (in) discipline: behaviour management practices of Greek early childhood educators. Education 3-13, 0(0), 1–9. https://doi.org/10.1080/03004279.2020.1817966 Kalb, G., & van Ours, J. C. (2014). Reading to young children: A head-start in life? Economics of Education Review, 40, 1–24. https://doi.org/doi:10.1016/j.econedurev.2014.01.002 Kemmis, S., & McTaggart, R. (1988). The action research planner (3rd ed.). Deakin University Press. Ledger, S., & Merga, M. K. (2018). Reading aloud: Children’s attitudes toward being read to at home and at school. Australian Journal of Teacher Education, 43(3), 124–139. https://doi.org/10.14221/ajte.2018v43n3.8 Longstreth, S., Brady, S., & Kay, A. (2015). Discipline Policies in Early Childhood Care and Education Programs : Building an Infrastructure for Social and Academic Success Discipline Policies in Early Childhood Care and Education Programs : Building an Infrastructure. Early Education and Development, 37–41. https://doi.org/10.1080/10409289.2011.647608 Mahayanti, N. W. S., Padmadewi, N. N., & Wijayanti, L. P. A. (2017). Coping With Big Classes: Effect of Big Book in Fourth Grade Students Reading Comprehension. International Journal of Language and Literature, 1(4), 203. https://doi.org/10.23887/ijll.v1i4.12583 Martha Efirlin, Fadillah, M. (2012). Penanaman Perilaku Disiplin Anak Usia 5-6 Tahun di TK Primanda Untan Pontianak. Pendidikan Anak Usia Dini, 1–10. Merga, Margaret K. (2017). Becoming a reader: Significant social influences on avid book readers. School Library Research, 20(Liu 2004). Merga, Margaret Kristin. (2015). “She knows what I like”: Student-generated best-practice statements for encouraging recreational book reading in adolescents. Australian Journal of Education, 59(1), 35–50. https://doi.org/10.1177/0004944114565115 Merga, Margaret Kristin. (2017). Interactive reading opportunities beyond the early years: What educators need to consider. Australian Journal of Education, 61(3), 328–343. https://doi.org/10.1177/0004944117727749 Milles;, M. B., & Huberman, M. (2014). Qualitative Data Analysis. Sage Publications. Moberly, D. A., Waddle, J. L., & Duff, R. E. (2014). Journal of Early Childhood Teacher Education The use of rewards and punishment in early childhood classrooms The use of rewards and punishment in early childhood classrooms. Journal of Early Childhood Teacher Education, 37–41. https://doi.org/10.1080/1090102050250410 Mol, S. E., & Bus, A. G. (2011). To Read or Not to Read: A Meta-Analysis of Print Exposure From Infancy to Early Adulthood. Psychological Bulletin, 137(2), 267–296. https://doi.org/10.1037/a0021890 Pegg, L. A., & Bartelheim, F. J. (2011). Effects of daily read-alouds on students’ sustained silent reading. Current Issues in Education, 14(2), 1–8. Penno, J. F., Wilkinson, I. A. G., & Moore, D. W. (2002). Vocabulary acquisition from teacher explanation and repeated listening to stories: Do they overcome the Matthew effect? Journal of Educational Psychology, 94(1), 23–33. https://doi.org/10.1037/0022-0663.94.1.23 Septyaningrum, A., & Mas’udah. (2015). Pengaruh metode bercerita berbasis dongeng terhadap kedisiplinan anak. Fakultas Ilmu Pendidikan, 1–5. Swanson, E., Vaughn, S., Wanzek, J., Petscher, Y., Heckert, J., Cavanaugh, C., Kraft, G., & Tackett, K. (2011). A synthesis of read-aloud interventions on early reading outcomes among preschool through third graders at risk for reading difficulties. Journal of Learning Disabilities, 44(3), 258–275. https://doi.org/10.1177/0022219410378444 Turan, F., & Ulutas, I. (2016). Using storybooks as a character education tools. Journal of Education and Practice, 7(15), 169–176. Turuini Ernawati, Rasdi Eko Siswoyo, Wahyu Hardyanto, T. J. R. (2018). Local- Wisdom-Based Character Education Management In Early Childhood Education. The Journal Of Educational Development. Westbrook, J., Sutherland, J., Oakhill, J., & Sullivan, S. (2019). ‘Just reading’: the impact of a faster pace of reading narratives on the comprehension of poorer adolescent readers in English classrooms. Literacy, 53(2), 60–68. https://doi.org/10.1111/lit.12141 Yılmaz, S., Temiz, Z., & Karaarslan Semiz, G. (2020). Children’s understanding of human–nature interaction after a folk storytelling session. Applied Environmental Education and Communication, 19(1), 88–100. https://doi.org/10.1080/1533015X.2018.1517062 Zachos, D. T., Delaveridou, A., & Gkontzou, A. (2016). Teachers and School “Discipline” in Greece: A Case Study. European Journal of Social Sciences Education and Research, 7(1), 8. https://doi.org/10.26417/ejser.v7i1.p8-19

Academic preparation of science researchers and/or human or veterinary medicine clinicians through the science, technology, engineering, and mathematics (STEM) curriculum has usually focused on the students (1) acquiring increased disciplinary expertise, (2) learning needed methodologies and protocols, and (3) expanding their capacity for intense, persistent focus. Such educational training is effective until roadblocks or problems arise via this highly-learned approach. Then, the health science trainee may have few tools available for effective problem solving. Training to achieve flexibility, adaptability, and broadened perspectives using contemplative practices has been rare among biomedical education programs. To address this gap, a Cornell University-based program involving formal biomedical science coursework, and health science workshops has been developed to offer science students, researchers and health professionals a broader array of personal, contemplation-based, problem-solving tools. This STEM educational initiative includes first-person exercises designed to broaden perceptional awareness, decrease emotional drama, and mobilize whole-body strategies for creative problem solving. Self-calibration and journaling are used for students to evaluate the personal utility of each exercise. The educational goals are to increase student self-awareness and self-regulation and to provide trainees with value-added tools for career-long problem solving. Basic elements of this educational initiative are discussed using the framework of the Tree of Contemplative Practices.

During physical distancing, children do not meet their peers to play or talk together. Peer relationships have a crucial influence on all child development, especially for social skills or behaviour during early childhood. This study aims to determine changes in children's social behaviour during physical distancing during the Covid-19 pandemic. This research method is a descriptive quantitative study designed with the percentage value was used as a score for measuring the results of parental observations of children concerning the child's social behaviour instrument. Quota sampling (150 parents) was used to reach participants from various cities in Indonesia to see cultural differences. Data on children's social behaviour was obtained using the Preschool and Kindergarten Behaviour Scale (PKBS) tests. The data were then analysed using descriptive statistics. The results show that there are changes in children's social behaviour during physical distancing. Children who are less independent (58.9%) are the biggest decline in social behaviour reported by parents, while the one who changes the least is cleaning up the mess that has been made (38.7%). The implication of the results of this study is that parents should continue to pay attention to their children's social behaviour by providing opportunities for children to interact with peers in the house while still paying attention to health protocols. Keywords: Early Childhood, Social Behaviour, Physical Distancing References: Aksoy, P., & Baran, G. (2010). Review of studies aimed at bringing social skills for children in preschool period. Procedia - Social and Behavioural Sciences, 9, 663–669. https://doi.org/10.1016/j.sbspro.2010.12.214 Al-Tammemi, A. B. (2020). The Battle Against COVID-19 in Jordan: An Early Overview of the Jordanian Experience. Frontiers in Public Health, 8(May), 1–6. https://doi.org/10.3389/fpubh.2020.00188 Arkorful, V., & Abaidoo, N. (2015). The role of e-learning, advantages, and disadvantages of its adoption in higher education. International Journal of Instructional Technology and Distance Learning, 12(1), 29–42. Atiles, J. T., Almodóvar, M., Chavarría Vargas, A., Dias, M. J. A., & Zúñiga León, I. M. (2021). International responses to COVID-19: Challenges faced by early childhood professionals. European Early Childhood Education Research Journal, 29(1), 66–78. https://doi.org/10.1080/1350293X.2021.1872674 Baloran, E. T. (2020). Knowledge, Attitudes, Anxiety, and Coping Strategies of Students during COVID-19 Pandemic. Journal of Loss and Trauma, 25(8), 635–642. https://doi.org/10.1080/15325024.2020.1769300 Berns, R. M. (2007). Child, Family, School, and Community. Cengage. Brooks, S. K., Webster, R. K., Smith, L. E., Woodland, L., Wessely, S., Greenberg, N., & Rubin, G. J. (2020). The psychological impact of quarantine and how to reduce it: Rapid review of the evidence. The Lancet, 395(10227), 912–920. https://doi.org/10.1016/S0140-6736(20)30460-8 Cachón-Zagalaz, J., Zagalaz-Sánchez, M. L., Arufe-Giráldez, V., Sanmiguel-Rodríguez, A., & González-Valero, G. (2021). Physical activity and daily routine among children aged 0-12 during the COVID-19 pandemic in Spain. International Journal of Environmental Research and Public Health, 18(2), 1–13. https://doi.org/10.3390/ijerph18020703 Ceylan, S. S., Erdoğan, Ç., & Turan, T. (2021). Investigation of the effects of restrictions applied on children during Covid-19 pandemic. Journal of Pediatric Nursing, 61, 340–345. https://doi.org/10.1016/j.pedn.2021.09.013 Chaelin, K. R. et al. (2018). Association of Digital Media Use with Subsequent Symptoms of Attention Defi-cit/Hyperactivity Disorder Among Adolescents. J. Am. Med. Assoc. Corredor, G. A., Justicia-Arráez, A., Romero-López, M., & Benavides-Nieto, A. (2017). Longitudinal Study of the Effects of Social Competence on Behavioral Problems. Procedia - Social and Behavioral Sciences, 237(June 2016), 479–485. https://doi.org/10.1016/j.sbspro.2017.02.093 de Figueiredo, C. S., Sandre, P. C., Portugal, L. C. L., Mázala-de-Oliveira, T., da Silva Chagas, L., Raony, Í., Ferreira, E. S., Giestal-de-Araujo, E., dos Santos, A. A., & Bomfim, P. O. S. (2021). COVID-19 pandemic impact on children and adolescents’ mental health: Biological, environmental, and social factors. Progress in Neuro-Psychopharmacology and Biological Psychiatry, 106(November 2020). https://doi.org/10.1016/j.pnpbp.2020.110171 Diesendruck, G., & Ben-Eliyahu, A. (2006). The relationships among social cognition, peer acceptance, and social behavior in Israeli kindergarteners. International Journal of Behavioral Development, 30(2), 137–147. https://doi.org/10.1177/0165025406063628 Dong, C., Cao, S., & Li, H. (2020). Young children’s online learning during COVID-19 pandemic: Chinese parents’ beliefs and attitudes. Children and Youth Services Review, 118(September), 105440. https://doi.org/10.1016/j.childyouth.2020.105440 Gay, L. R., Mills, G. E., & Airasian, P. W. (2012). Educational research: Competencies for analysis and applications(10th ed). Pearson. Gelir, I., & Duzen, N. (2021). Children’s changing behaviours and routines, challenges, and opportunities for parents during the COVID-19 pandemic. Education 3-13, 0(0), 1–11. https://doi.org/10.1080/03004279.2021.1921822 Goldschmidt, K. (2020). The COVID-19 Pandemic: Technology use to Support the Wellbeing of Children. Journal of Pediatric Nursing, 53(xxxx), 88–90. https://doi.org/10.1016/j.pedn.2020.04.013 Goodman, A., Joshi, H., & Nasim, B. (2015). Social and emotional skills in childhood and their long-term effects on adult life. A Review for The Eraly Intervention Foundation, March, 118. Grier, L. K., & Boutakidis, I. (2018). The ecology of social support in relation to academic and behavioral self-perceptions among African American boys and girls. Journal of Human Behaviour in The Social Environment, 28(6), 798–816. Gülay, H., & Önder, A. (2013). A study of social-emotional adjustment levels of preschool children in relation to peer relationships. Education 3-13, 41(5), 514–522. https://doi.org/10.1080/03004279.2011.609827 Hu, B. Y., Johnson, G. K., Teo, T., & Wu, Z. (2020). Relationship Between Screen Time and Chinese Children’s Cognitive and Social Development. Journal of Research in Childhood Education, 34(2), 183–207. https://doi.org/10.1080/02568543.2019.1702600 Idoiaga Mondragon, N., Berasategi Sancho, N., Dosil Santamaria, M., & Eiguren Munitis, A. (2021). Struggling to breathe: A qualitative study of children’s wellbeing during lockdown in Spain. Psychology and Health, 36(2), 179–194. https://doi.org/10.1080/08870446.2020.1804570 Izza, H. (2020). Meningkatkan Perkembangan Sosial Anak Usia Dini melalui Metode Proyek. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 4(2), 951. https://doi.org/10.31004/obsesi.v4i2.483 Koh, W. C., Naing, L., & Wong, J. (2020). Estimating the impact of physical distancing measures in containing COVID-19: An empirical analysis. International Journal of Infectious Diseases, 100, 42–49. https://doi.org/10.1016/j.ijid.2020.08.026 Kusuma, L., Dimyati, & Harun. (2022). Perhatian Orang tua dalam Mendukung Keterampilan Sosial Anak selama Pandemi Covid-19. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 6(1), 473–491. https://doi.org/10.31004/obsesi.v6i1.959 Kyriazis, A., Mews, G., Belpaire, E., Aerts, J., & Malik, S. A. (2020). Physical distancing, children, and urban health. Cities & Health, 00(00), 1–6. https://doi.org/10.1080/23748834.2020.1809787 Lau, E. Y. H., & Lee, K. (2020). Parents’ Views on Young Children’s Distance Learning and Screen Time During COVID-19 Class Suspension in Hong Kong. Early Education and Development, 00(00), 1–18. https://doi.org/10.1080/10409289.2020.1843925 Leeuw, R. A. De, Logger, D. N., Westerman, M., Bretschneider, J., Plomp, M., & Scheele, F. (2019). Influencing factors in the implementation of postgraduate medical e-learning: A thematic analysis. 1–10. Liu, Y., Yue, S., Hu, X., Zhu, J., Wu, Z., Wang, J., & Wu, Y. (2021). Associations between feelings/behaviors during COVID-19 pandemic lockdown and depression/anxiety after lockdown in a sample of Chinese children and adolescents. Journal of Affective Disorders, 284(November 2020), 98–103. https://doi.org/10.1016/j.jad.2021.02.001 Mantovani, S., Bove, C., Ferri, P., Manzoni, P., Cesa Bianchi, A., & Picca, M. (2021). Children ‘under lockdown’: Voices, experiences, and resources during and after the COVID-19 emergency. Insights from a survey with children and families in the Lombardy region of Italy. European Early Childhood Education Research Journal, 29(1), 35–50. https://doi.org/10.1080/1350293X.2021.1872673 McCormack, G. R., Doyle-Baker, P. K., Petersen, J. A., & Ghoneim, D. (2020). Parent anxiety and perceptions of their child’s physical activity and sedentary behaviour during the COVID-19 pandemic in Canada. Preventive Medicine Reports, 20, 101275. https://doi.org/10.1016/j.pmedr.2020.101275 Melinda, A. E., & Izzati. (2014). Perkembangan Sosial Anak Usia Dini. Jurnal Pendidikan Anak Usia Dini Undiksha, 9(1), 127–131. Merell, K. W. (2013). Prechool and kindergarten behavior scales. In Journal of Chemical Information and Modeling(Vol. 53, Issue 9). Merkaš, M., Perić, K., & Žulec, A. (2021). Parent Distraction with Technology and Child Social Competence during the COVID-19 Pandemic: The Role of Parental Emotional Stability. Journal of Family Communication, 21(3), 186–204. https://doi.org/10.1080/15267431.2021.1931228 Mochida, S., Sanada, M., Shao, Q., Lee, J., Takaoka, J., Ando, S., & Sakakihara, Y. (2021). Factors modifying children’s stress during the COVID-19 pandemic in Japan. European Early Childhood Education Research Journal. https://doi.org/10.1080/1350293X.2021.1872669 Mohamed, A. H. H. (2017). Gender as a moderator of the association between teacher – child relationship and social skills in preschool. Early Child Development and Care, 0(0), 1–15. https://doi.org/10.1080/03004430.2016.1278371 Morelli, M., Cattelino, E., Baiocco, R., Trumello, C., Babore, A., Candelori, C., & Chirumbolo, A. (2020). Parents and Children During the COVID-19 Lockdown: The Influence of Parenting Distress and Parenting Self-Efficacy on Children’s Emotional Well-Being. Frontiers in Psychology, 11(October), 1–10. https://doi.org/10.3389/fpsyg.2020.584645 Morgül, E., Kallitsoglou, A., & Essau, C. (2020). Psychological effects of the COVID-19 lockdown on children and families in the UK. Revista de Psicología Clínica Con Niños y Adolescentes, 7(3), 42–48. https://doi.org/10.21134/rpcna.2020.mon.2049 Munasinghe, S., Sperandei, S., Freebairn, L., Conroy, E., Jani, H., Marjanovic, S., & Page, A. (2020). The Impact of Physical Distancing Policies During the COVID-19 Pandemic on Health and Well-Being Among Australian Adolescents. Journal of Adolescent Health, 67(5), 653–661. https://doi.org/10.1016/j.jadohealth.2020.08.008 Munastiwi, E., & Puryono, S. (2021). Unprepared management decreases education performance in kindergartens during Covid-19 pandemic. Heliyon, 7(5), e07138. https://doi.org/10.1016/j.heliyon.2021.e07138 Naser, A. Y., Al-Hadithi, H. T., Dahmash, E. Z., Alwafi, H., Alwan, S. S., & Abdullah, Z. A. (2020). The effect of the 2019 coronavirus disease outbreak on social relationships: A cross-sectional study in Jordan. International Journal of Social Psychiatry. https://doi.org/10.1177/0020764020966631 Nofziger, S. (2008). The “Cause” of Low Self-Control. Journal Research in Crime and Delinquency, 45(2), 191–224. O’Keeffe, C., & McNally, S. (2021). ‘Uncharted territory’: Teachers’ perspectives on play in early childhood classrooms in Ireland during the pandemic. European Early Childhood Education Research Journal, 29(1), 79–95. https://doi.org/10.1080/1350293X.2021.1872668 Ozturk Eyimaya, A., & Yalçin Irmak, A. (2021). Relationship between parenting practices and children’s screen time during the COVID-19 Pandemic in Turkey. Journal of Pediatric Nursing, 56, 24–29. https://doi.org/10.1016/j.pedn.2020.10.002 Parczewska, T. (2020). Difficult situations and ways of coping with them in the experiences of parents homeschooling their children during the COVID-19 pandemic in Poland. Education 3-13, 0(0), 1–12. https://doi.org/10.1080/03004279.2020.1812689 Pascal, C., & Bertram, T. (2021). What do young children have to say? Recognising their voices, wisdom, agency and need for companionship during the COVID pandemic. European Early Childhood Education Research Journal, 20–34. https://doi.org/10.1080/1350293X.2021.1872676 Popyk, A. (2020). The impact of distance learning on the social practices of schoolchildren during the COVID-19 pandemic: Reconstructing values of migrant children in Poland. European Societies, 0(0), 1–15. https://doi.org/10.1080/14616696.2020.1831038 Quennerstedt, A. (2016). Young children’s enactments of human rights in early childhood education. International Journal of Early Years Education, 24(1), 5–18. https://doi.org/10.1080/09669760.2015.1096238 Rachman, S. P. D., & Cahyani, I. (2019). Perkembangan Keterampilan Sosial Anak Usia Dini. (JAPRA) Jurnal Pendidikan Raudhatul Athfal (JAPRA), 2(1), 52–65. https://doi.org/10.15575/japra.v2i1.5312 Ramadhani, P. R., & Fauziah, P. Y. (2020). Hubungan Sebaya dan Permainan Tradisional pada Keterampilan Sosial dan Emosional Anak Usia Dini Abstrak. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 4(2), 1011–1020. https://doi.org/10.31004/obsesi.v4i2.502 Ren, L., Hu, B. Y., & Song, Z. (2019). Child routines mediate the relationship between parenting and social-emotional development in Chinese children. Children and Youth Services Review, 98(December 2018), 1–9. https://doi.org/10.1016/j.childyouth.2018.12.016 Ren, L., & Xu, W. (2019). Coparenting and Chinese preschoolers’ social-emotional development: Child routines as a mediator. Children and Youth Services Review, 107, 104549. https://doi.org/10.1016/j.childyouth.2019.104549 Rusmayadi, & Herman. (2019). The Effect of Social Skill on Children’s Independence. Journal of Educational Science and Technology, 5(2), 159–165. Sari, C. R., Hartati, S., & Yetti, E. (2019). Peningkatan Perilaku Sosial Anak melalui Permainan Tradisional Sumatera Barat. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 3(2), 416–424. https://doi.org/10.31004/obsesi.v3i2.225 Sendil, C. O., & Erden, F. T. (2012). Preschool Teachers’ Strategies to Enhance Social Interaction Skills of Children during Playtime. Procedia - Social and Behavioral Sciences, 47, 918–923. https://doi.org/10.1016/j.sbspro.2012.06.757 Setiawati, E., Solihatulmillah, E., Cahyono, H., & Dewi, A. (2019). The Effect of Gadget on Children’s Social Capability. Journal of Physics: Conference Series, 1179(1). https://doi.org/10.1088/1742-6596/1179/1/012113 Setyawan, C. F., Sudirman, D. F., Sari, D. P., Rizki, F., Eva, N., Psi, S., & Psi, M. (2021). Asesmen Perkembangan Sosio Emosinal pada Anak Usia Dini. Prosiding Seminar Nasional Dan Call Paper Mahasiswa “Memperkuat Kontribusi Kesehatan Mental Dalam Penyelesaian Pandemi Covid 19: Tinjauan Multidisipliner”, April, 58–70. Sheridan, S. M., Knoche, L. L., Boise, C., Witte, A., Koziol, N., Prokasky, A., Schumacher, R., & Kerby, H. (2021). Relationships as Malleable Factors for Children’s Social-Behavioral Skills from Preschool to Grade 1: A Longitudinal Analysis. Early Education and Development, 00(00), 1–21. https://doi.org/10.1080/10409289.2021.1936374 Siekkinen, M., Pakarinen, E., Lerkkanen, M., Poikkeus, A., Salminen, J., Poskiparta, E., & Nurmi, E. (2014). Early Education and Development Social Competence Among 6-year-old Children and Classroom Instructional Support and Teacher Stress. Early Education and Development, 24(6), 877–897. https://doi.org/10.1080/10409289.2013.745183 Sintia, N., Kuswanto, C. W., & Meriyati, M. (2019). Meningkatkan Kemampuan Sosial Anak Usia Dini dengan Model Outbound. Jurnal CARE (Children Advisory Research and Education), 6(2), 1–10. Siregar, S. L., & Subiyantoro. (2021). Peran Orang Tua dalam Mengembangkan Kemampuan Sosial Emosioal Anak Usia Dini. EDUKIDS: Jurnal Pertumbuhan, Perkembangan, Dan Pendidikan Anak Usia Dini, 18(1), 1–6. https://doi.org/10.17509/edukids.v18i1.31828 Stephen, C., & Edwards, S. (2018). Young Children Playing and Learning in a Digital Age. Routledge. Tchimtchoua Tamo, A. R. (2020). An analysis of mother stress before and during COVID-19 pandemic: The case of China. Health Care for Women International, 41(11–12), 1–14. https://doi.org/10.1080/07399332.2020.1841194 Unnever, J. D., Cullen, F. T., & Agnew, R. (2006). Why is “Bad” Parenting Criminogenic? Implications From Rival Theories. Youth Violence and Juvenile Justice, 4(1), 3–33. https://doi.org/10.1177/1541204005282310 Wang, S., Hu, B. Y., LoCasale-Crouch, J., & Li, J. (2021). Supportive parenting and social and behavioral development: Do classroom emotional support moderate? Journal of Applied Developmental Psychology, 77(101331). Zhang, X. (2021). Barriers and benefits of primary caregivers’ involvement in children’s education during COVID-19 school closures. International Journal of Disaster Risk Reduction, 66(December 2020), 102570. https://doi.org/10.1016/j.ijdrr.2021.102570 Zhang, X., & Nurmi, J. E. (2012). Teacher-child relationships and social competence: A two-year longitudinal study of Chinese preschoolers. Journal of Applied Developmental Psychology, 33(3), 125–135. https://doi.org/10.1016/j.appdev.2012.03.001

Students with emotional disturbance (ED) depend upon special education teachers (SETs) to use evidence-based practices (EBPs) to promote their well-being. SETs, in turn, depend upon school leaders to provide working conditions that support learning and implementation of academic and social EBPs. We conducted an integrative narrative review of research examining working conditions SETs experience serving students with ED in self-contained schools and classes, to better understand whether SETs in these settings experience conditions necessary to effectively implement academic and social EBPs. Our findings suggest that conditions necessary for learning and implementing EBPs are seldom present in these settings. In addition, the extant research on SETs’ working conditions in these settings is largely disconnected from research investigating teachers’ use of EBPs.

Purpose Global trends in higher education are calling now for public university reforms which aim to increase the competitiveness of the university on the world markets, enlarging its role in the economy and in society by making it more entrepreneurial, more efficient, and closer to practical life. In order to achieve these goals, universities should be managed in a different way. The principles of New Public Management (NPM), which are being actively introduced in Russian universities, substantially transform educational and scientific practices. The purpose of this paper is to demonstrate the growing crisis of NPM-based university institutional reforms in terms of legitimisation, to reveal which factors shape legitimacy, and to show why legitimacy as such cannot be achieved within the framework of NPM. Design/methodology/approach The productivity and efficiency of the NPM-based strategy are mainly defined by the attitudes of all actors, or stakeholders. As such, it is very important to investigate local responses on a workplace level, in order to understand how insiders – lecturers and researchers – view the structural changes taking place within Russian universities. In order to do so, an empirical research of lecturers in four national research universities (NRUs) in St Petersburg has been organised. Using a self-designed questionnaire, the authors assessed the academic perceptions and evaluations of certain changes which have taken place in Russian universities over the last few years. In all, 126 teachers of four St Petersburg NRUs took part in the survey, which was conducted between January and February 2015 and consisted of questions measuring resources of legitimacy and legitimacy markers. Findings Legitimacy markers were revealed such as acceptance of goals, positive perception of results and emotional state. A serious conflict between the existing cognitive culture of universities and the new managerialistic approach was diagnosed. The legitimacy of NPM-based reforms in Russian NRUs was proven to be low for the following reasons: the objectives of reforms are unclear or even unknown to employees; the results of the reforms are either not seen or negatively evaluated; and the reforms provoke stress and professional burnout. The following factors influencing the process of legitimisation were proven to be significant: the agreement of personnel with reforms and the changes they bring, positive perception of changes, opportunity to participate in decision making (engagement), and, to some extent, influence. Remuneration has only a slight effect on legitimacy. Research limitations/implications The findings of this study are not free from limitations. The data were collected within only four research universities in St Petersburg. Furthermore, the authors’ findings are based on self-reported data, which can be biased. Increasing the volume of the sample and the number of NRUs could be one solution. In the future, research could be developed by enhancing the sample, by making international comparisons, and by providing a more detailed questionnaire. Practical implications Higher education systems in many countries in the world are going through similar reforms and are facing similar issues: increasing competition for funds, students and teachers, massification and commercialisation of education, a new managerialistic approach to governance, research valorisation, and effective contracts. New managerial ideology is having a big impact on university culture and can cause passive resistance to reforms, along with disappointment, frustration and professional burnout. These are important issues which cannot be ignored if a successful “third generation” entrepreneurial university is to be built. This study provides important insights into the perceptions of reforms and requires us to pay more attention to university as a social and public value. Originality/value The research is original. It is interesting and new because it discusses the NPM-based reforms in higher education in the Russian Federation, a country which was earlier quite well-known for the quality of its education and richness of its university traditions, and empirically tests the factors influencing their legitimacy. Prior research on legitimacy applies the concept mainly in politics. Otherwise, legitimacy is still a concept which is difficult in terms of both theoretical interpretation and empirical validation. The results of the study have practical implications for providing and developing more effective governance in public organisations.

The age period of 0-8 years is the most important moment for every human being to develop all the developmental features supported by parents at home and teachers / tutors at the Early Childhood Education Institute (ECE). In parenting, six main aspects must be known and applied by each parent. Lack of education, nutritional knowledge, care and care, and aspects of clean-living habits in the family can have an impact on children's growth and development processes. This study aims to develop a module 6 aspects of child development for parental guidance. This study uses a research and development approach to test the effectiveness of the posttest design. Respondents in this study are parents who have children up to 5 years and early childhood educators. The findings show that from these six main aspects, it seems that parents and ECE tutors do not yet understand the ECE concept. In another perspective, there is still a lack of knowledge about these 6 main aspects which require training and parenting modules to develop the 6 aspects of child development. Keywords: Early Childhood Education, Child Development Aspect, Parenting Training Module References: Arikunto, S. (2010). Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: Asdi Mahasatya. Britto, P. R., Lye, S. J., Proulx, K., Yousafzai, A. K., Matthews, S. G., Vaivada, T., … Bhutta, Z. A. (2017). Nurturing care: promoting early childhood development. The Lancet, 389(10064), 91–102. https://doi.org/10.1016/S0140-6736(16)31390-3 Coore Desai, C., Reece, J. A., & Shakespeare-Pellington, S. (2017). The prevention of violence in childhood through parenting programmes: a global review. Psychology, Health and Medicine, 22(February), 166–186. https://doi.org/10.1080/13548506.2016.1271952 Darling-Churchill, K. E., & Lippman, L. (2016). Early childhood social and emotional development: Advancing the field of measurement. Journal of Applied Developmental Psychology, 45, 1–7. https://doi.org/10.1016/j.appdev.2016.02.002 Davis, S., Votruba-Drzal, E., & Silk, J. S. (2015). Trajectories of Internalizing Symptoms From Early Childhood to Adolescence: Associations With Temperament and Parenting. Social Development, 24(3), 501–520. https://doi.org/10.1111/sode.12105 Đorđić, V., Tubić, T., & Jakšić, D. (2016). The Relationship between Physical, Motor, and Intellectual Development of Preschool Children. Procedia - Social and Behavioral Sciences, 233(May), 3–7. https://doi.org/10.1016/j.sbspro.2016.10.114 Eisenberg, N., Taylor, Z. E., Widaman, K. F., & Spinrad, T. L. (2015). Externalizing symptoms, effortful control, and intrusive parenting: A test of bidirectional longitudinal relations during early childhood. Development and Psychopathology, 27(4), 953–968. https://doi.org/10.1017/S0954579415000620 Gall, M. D., Gall, J. P., & Borg, W. R. (2007). Educational Research: An Introduction (4th ed.). New York: Longman Inc. Gardner, F., Montgomery, P., & Knerr, W. (2016). Transporting Evidence-Based Parenting Programs for Child Problem Behavior (Age 3–10) Between Countries: Systematic Review and Meta-Analysis. Journal of Clinical Child and Adolescent Psychology, 45(6), 749–762. https://doi.org/10.1080/15374416.2015.1015134 Gilmer, C., Buchan, J. L., Letourneau, N., Bennett, C. T., Shanker, S. G., Fenwick, A., & Smith-Chant, B. (2016). Parent education interventions designed to support the transition to parenthood: A realist review. International Journal of Nursing Studies, 59, 118–133. https://doi.org/10.1016/j.ijnurstu.2016.03.015 Grindal, T., Bowne, J. B., Yoshikawa, H., Schindler, H. S., Duncan, G. J., Magnuson, K., & Shonkoff, J. P. (2016a). The added impact of parenting education in early childhood education programs: A meta-analysis. Children and Youth Services Review, 70, 238–249. https://doi.org/10.1016/j.childyouth.2016.09.018 Guyer, A. E., Jarcho, J. M., Pérez-Edgar, K., Degnan, K. A., Pine, D. S., Fox, N. A., & Nelson, E. E. (2015). Temperament and Parenting Styles in Early Childhood Differentially Influence Neural Response to Peer Evaluation in Adolescence. Journal of Abnormal Child Psychology, 43(5), 863–874. https://doi.org/10.1007/s10802-015-9973-2 Jones, D. E., Feinberg, M. E., Hostetler, M. L., Roettger, M. E., Paul, I. M., & Ehrenthal, D. B. (2018). Family and Child Outcomes 2 Years After a Transition to Parenthood Intervention. Family Relations, 67(2), 270–286. https://doi.org/10.1111/fare.12309 Jürges, H., Schwarz, A., Cahan, S., & Abdeen, Z. (2019). Child mental health and cognitive development: evidence from the West Bank. Empirica, 46(3), 423–442. https://doi.org/10.1007/s10663-019-09438-5 Kalland, M., Fagerlund, Å., Von Koskull, M., & Pajulo, M. (2016). Families First: The development of a new mentalization-based group intervention for first-Time parents to promote child development and family health. Primary Health Care Research and Development, 17(1), 3–17. https://doi.org/10.1017/S146342361500016X Knauer, H. A., Ozer, E. J., Dow, W. H., & Fernald, L. C. H. (2019). Parenting quality at two developmental periods in early childhood and their association with child development. Early Childhood Research Quarterly, 47, 396–404. https://doi.org/10.1016/j.ecresq.2018.08.009 Kopala-Sibley, D. C., Cyr, M., Finsaas, M. C., Orawe, J., Huang, A., Tottenham, N., & Klein, D. N. (2018). Early Childhood Parenting Predicts Late Childhood Brain Functional Connectivity During Emotion Perception and Reward Processing. Child Development, 00(0), 1–19. https://doi.org/10.1111/cdev.13126 Kurniah, N., Andreswari, D., & Kusumah, R. G. T. (2019). Achievement of Development on Early Childhood Based on National Education Standard. 295(ICETeP 2018), 351–354. https://doi.org/10.2991/icetep-18.2019.82 Leijten, P., Raaijmakers, M. A. J., Orobio de Castro, B., van den Ban, E., & Matthys, W. (2017). Effectiveness of the Incredible Years Parenting Program for Families with Socioeconomically Disadvantaged and Ethnic Minority Backgrounds. Journal of Clinical Child and Adolescent Psychology, 46(1), 59–73. https://doi.org/10.1080/15374416.2015.1038823 Lomanowska, A. M., Boivin, M., Hertzman, C., & Fleming, A. S. (2017). Parenting begets parenting: A neurobiological perspective on early adversity and the transmission of parenting styles across generations. Neuroscience, 342, 120–139. https://doi.org/10.1016/j.neuroscience.2015.09.029 Lucassen, N., Kok, R., Bakermans-Kranenburg, M. J., Van Ijzendoorn, M. H., Jaddoe, V. W. V., Hofman, A., … Tiemeier, H. (2015). Executive functions in early childhood: The role of maternal and paternal parenting practices. British Journal of Developmental Psychology, 33(4), 489–505. https://doi.org/10.1111/bjdp.12112 Molchanov, S. V. (2013). The Moral Development in Childhood. Procedia - Social and Behavioral Sciences, 86, 615–620. https://doi.org/10.1016/j.sbspro.2013.08.623 Morris, A. S., & Williamson, A. C. (2019). Building early social and emotional relationships with infants and toddlers: Integrating research and practice. Building Early Social and Emotional Relationships with Infants and Toddlers: Integrating Research and Practice, 1–351. https://doi.org/10.1007/978-3-030-03110-7 Parhomenko, K. (2014). Diagnostic Methods of Socio – Emotional Competence in Children. Procedia - Social and Behavioral Sciences, 146, 329–333. https://doi.org/10.1016/j.sbspro.2014.08.142 Rutherford, H. J. V., Wallace, N. S., Laurent, H. K., & Mayes, L. C. (2015). Emotion regulation in parenthood. Developmental Review, 36, 1–14. https://doi.org/10.1016/j.dr.2014.12.008 Sheedy, A., & Gambrel, L. E. (2019). Coparenting Negotiation During the Transition to Parenthood: A Qualitative Study of Couples’ Experiences as New Parents. American Journal of Family Therapy, 47(2), 67–86. https://doi.org/10.1080/01926187.2019.1586593 Sitnick, S. L., Shaw, D. S., Gill, A., Dishion, T., Winter, C., Waller, R., … Wilson, M. (2015). Parenting and the Family Check-Up: Changes in Observed Parent-Child Interaction Following Early Childhood Intervention. Journal of Clinical Child and Adolescent Psychology, 44(6), 970–984. https://doi.org/10.1080/15374416.2014.940623 Sulik, M. J., Blair, C., Mills-Koonce, R., Berry, D., & Greenberg, M. (2015). Early Parenting and the Development of Externalizing Behavior Problems: Longitudinal Mediation Through Children’s Executive Function. Child Development, 86(5), 1588–1603. https://doi.org/10.1111/cdev.12386 Theise, R., Huang, K. Y., Kamboukos, D., Doctoroff, G. L., Dawson-McClure, S., Palamar, J. J., & Brotman, L. M. (2014). Moderators of Intervention Effects on Parenting Practices in a Randomized Controlled Trial in Early Childhood. Journal of Clinical Child and Adolescent Psychology, 43(3), 501–509. https://doi.org/10.1080/15374416.2013.833095 UNDP. (2018). Human Development Indices and Indicators. 2018 Statistical Update. United Nations Development Programme, 27(4), 123. Retrieved from http://hdr.undp.org/sites/default/files/2018_human_development_statistical_update.pdf%0Ahttp://www.hdr.undp.org/sites/default/files/2018_human_development_statistical_update.pdf%0Ahttp://hdr.undp.org/en/2018-update

Digital natives’ generation is inseparable from gadgets, less socializing, lack of creativity and being an individualist. The digital native’s generation wants things that are instant and lack respect for the process. The preoccupation of children with gadgets makes children socially alienated or known as anti-social. Preschool play an important role in the development of the digital native’s generation and in the future can help children use gadgets with parents. As it is known, the digital native’s generation is a kindergarten child. This study aims to determine the role of preschools in helping the use of gadgets in the digital native generation. This study used a descriptive quantitative approach with simple random sampling technique was obtained 25 kindergarten principals in Pekanbaru City. Data was collected in the form of a questionnaire via google form. Data analysis uses percentages and is presented in the tabular form. The results of the study indicate that the role of preschools in the use of gadgets in digital native generation children in Pekanbaru City is included in the low category. Only a few preschools have organized parenting education for parents. There are almost no rules governing children's use of gadgets at home, and few preschools educate children on how to use gadgets properly. It is expected for teachers and preschools to add special programs in the curriculum to provide information about positive gadget use and parenting programs that discuss digital native generation and collaborate with parents to establish rules such as frequency, duration and content of children using gadgets. Keywords: Digital Native, Preschool, Gadgets References: Alia, T., & Irwansyah, I. (2018). Pendampingan orang tua pada anak usia dini dalam penggunaan teknologi digital [parent mentoring of young children in the use of digital technology]. Polyglot: Jurnal Ilmiah, 14(1), 65–78. Allen, K. A., Ryan, T., Gray, D. L., McInerney, D. M., & Waters, L. (2014). Social Media Use and Social Connectedness in Adolescents: The Positives and the Potential Pitfalls. The Australian Educational and Developmental Psychologist, 31(1), 18–31. https://doi.org/10.1017/edp.2014.2 Berlin, A., Törnkvist, L., & Barimani, M. (2016). Content and Presentation of Content in Parental Education Groups in Sweden. The Journal of Perinatal Education, 25(2), 87–96. https://doi.org/10.1891/1058-1243.25.2.87 Chapman, G., & Pellicane, A. (2014). Growing up social: Raising relational kids in a screen-driven world. Moody Publishers. Cho, K.-S., & Lee, J.-M. (2017). Influence of Smartphone Addiction Proneness of Young Children on Problematic Behaviors and Emotional Intelligence. Comput. Hum. Behav., 66(C), 303–311. https://doi.org/10.1016/j.chb.2016.09.063 Coie, J. D., & Dodge, K. A. (1988). Multiple sources of data on social behavior and social status in the school: A cross-age comparison. Child Development, 815–829. Crouch, A. (2017). Tech-Wise Family. Everyday Steps for Putting Technology in Its Proper Place. Baker Books. De Lima, L., & Castronuevo, E. (2016). Perception of parents on children’s use of gadgets. The Bedan Journal of Psychology, II, 26–34. Gani, S. A. (2017). Parenting Digital Natives: Cognitive, Emotional, and Social Developmental Challenges. Guralnick, M. J. (1999). Family and child influences on the peer‐related social competence of young children with developmental delays. Mental Retardation and Developmental Disabilities Research Reviews, 5(1), 21–29. Hosokawa, R., & Katsura, T. (2018). Association between mobile technology use and child adjustment in early elementary school age. PloS One, 13(7), e0199959. Jonathan, L. P., & Andrew, L. F. (2016). Depression in children and adolescents. University of Kansas, Clinical Child Psychology Program. Kabali, H. K., Irigoyen, M. M., Nunez-Davis, R., Budacki, J. G., Mohanty, S. H., Leister, K. P., & Bonner, R. L. (2015). Exposure and Use of Mobile Media Devices by Young Children. PEDIATRICS, 136(6), 1044–1050. https://doi.org/10.1542/peds.2015-2151 Kirschner, P. A., & De Bruyckere, P. (2017). The myths of the digital native and the multitasker. Teaching and Teacher Education, 67, 135–142. https://doi.org/10.1016/j.tate.2017.06.001 Kurniawan, A. R., Chan, F., Sargandi, M., Yolanda, S., Karomah, R., Setianingtyas, W., & Irani, S. (2019). Kebijakan Sekolah Dalam Penggunaan Gadget di Sekolah Dasar [School Policy on the Use of Gadgets in Elementary Schools]. Jurnal Tunas Pendidikan, 2(1), 72–81. Martin, D. J. (2001). Constructing Early Childhood Science. Delmar Thomson Learning, Inc,. Morrongiello, B. A., McArthur, B. A., Goodman, S., & Bell, M. M. (2015). Don’t touch the gadget because it’s hot! Mothers’ and children’s behavior in the presence of a contrived hazard at home: Implications for supervising children. Journal of Pediatric Psychology, 40 1, 85–95. Mueller, S., Remaud, H., & Chabin, Y. (2011). How strong and generalisable is the Generation Y effect? A cross‐cultural study for wine. International Journal of Wine Business Research, 23(2), 125–144. https://doi.org/10.1108/17511061111142990 NAEYC. (2012). Technology and interactive media as tools in early childhood programs serving children from birth through age 8. National Institute for Educational Policy Research. (2014). Zenkoku Gakuryoku Gakusyu Jyokyo Cyosa [Japanese]. Nielsen Company. (2009). Television, Internet, and mobile usage in the U.S.: A2/M2 Three Screen Report. Nielsen Company. Nielsen, M. (2012). Imitation, pretend play, and childhood: Essential elements in the evolution of human culture? Journal of Comparative Psychology, 126(2), 170–181. https://doi.org/10.1037/a0025168 Novianti, R., Febrialismanto, F., Puspitasari, E., & Hukmi, H. (2020). Meningkatkan pengetahuan orang tua dalam mendidik anak di era digital di Kecamatan Koto Gasib Kabupaten Siak Provinsi Riau [Increasing parental knowledge in educating children in the digital era in Koto Gasib Sub-district, Siak Regency, Riau Province]. Riau Journal of Empowerment, 3(3), 183–190. https://doi.org/10.31258/raje.3.3.183-190 Novianti, R., & Garzia, M. (2020). Penggunaan Gadget pada Anak; Tantangan Baru Orang Tua Milenial[Use of Gadgets in Children; Millennial Parents' New Challenge]. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 4(2), 1000–1010. Pediatrics, A. A. O. (2016). American Academy of Paediatrics announces new recommendations for children’s media use. Advocacy & Policy. Radesky, J. S., & Christakis, D. A. (2016). Increased Screen Time: Implications for Early Childhood Development and Behaviour. Paediatric Clinics of North America, 63(5), 827–839. https://doi.org/10.1016/j.pcl.2016.06.006 Ransdell, S., Kent, B., Gaillard-Kenney, S., & Long, J. (2011). Digital immigrants fare better than digital natives due to social reliance: Digital immigrants and social reliance. British Journal of Educational Technology, 42(6), 931–938. https://doi.org/10.1111/j.1467-8535.2010.01137.x Rideout, V., &. Robb, M. B., & Robb, M. B. (2020). The commonsense census: Media use by kids aged zero to eight. Common Sense Media. Scott, F. L. (2021). Family mediation of preschool children’s digital media practices at home. Learning, Media, and Technology, 1–16. https://doi.org/10.1080/17439884.2021.1960859 Setianingsih, S. (2018). Dampak penggunaan gadget pada anak usia prasekolah dapat meningkatan resiko gangguan pemusatan perhatian dan hiperaktivitas [The impact of using gadgets on preschool-aged children can increase the risk of attention deficit disorder and hyperactivity]. Gaster, 16(2), 191–205. Sharkins, K. A., Newton, A. B., Albaiz, N. E. A., & Ernest, J. M. (2016). Preschool Children’s Exposure to Media, Technology, and Screen Time: Perspectives of Caregivers from Three Early Childcare Settings. Early Childhood Education Journal, 44(5), 437–444. https://doi.org/10.1007/s10643-015-0732-3 Sheedy, A. J., Brent, J., Dally, K., Ray, K., & Lane, A. E. (2021). Handwriting Readiness among Digital Native Kindergarten Students. Physical & Occupational Therapy In Pediatrics, 41(6), 655–669. https://doi.org/10.1080/01942638.2021.1912247 Steiner-Adair, C., & Barker, T. H. (2013). The Big Disconnect (1st ed.). Harper Collins. Strasburger, V. C., Jordan, A. B., & Donnerstein, E. (2010). Health effects of media on children and adolescents. Pediatrics, 125(4), 756–767. Sugiyono. (2017a). Statistika untuk Penelitian[Statistics for Research]. Alfabeta. Sugiyono, P. (2017b). Metode Penelitian Pendidikan: Pendekatan Kuantitatif, Kualitatif, R&D [Educational Research Methods: Quantitative, Qualitative, R&D Approach]. Cetakan Ke-25. Bandung: CV Alfabeta. Suhana, M. (2018). Influence of Gadget Usage on Children’s Social-Emotional Development. 169(Icece 2017), 224–227. https://doi.org/10.2991/icece-17.2018.58 Sylva, K. (1994). School Influences on Children’s Development. Journal of Child Psychology and Psychiatry, 35(1), 135–170. https://doi.org/10.1111/j.1469-7610.1994.tb01135.x Takeuchi, H., Taki, Y., Hashizume, H., Asano, K., Asano, M., Sassa, Y., Yokota, S., Kotozaki, Y., Nouchi, R., & Kawashima, R. (2016). Impact of videogame play on the brain’s microstructural properties: Cross-sectional and longitudinal analyses. Molecular Psychiatry, 21(12), 1781–1789. Test, J. E., Cunningham, D. D., & Lee, A. C. (2010). Talking With Young Children: How Teachers Encourage Learning. Dimensions of Early Childhood, 38(3), 3–14. Tootell, H., Freeman, M., & Freeman, A. (2014). Generation Alpha at the Intersection of Technology, Play and Motivation. 2014 47th Hawaii International Conference on System Sciences, 82–90. https://doi.org/10.1109/HICSS.2014.19 Twenge, J. M. (2017). IGen: Why today’s super-connected kids are growing up less rebellious, more tolerant, less happy—And completely unprepared for adulthood—And what that means for the rest of us. Simon and Schuster. UNESCO. (2014). Information and Communication Technology (ICT) In Education in Asia. Information Papers, 6(22), 6. UNICEF. (2017). UNICEF for Every Child. The State of The World’s Children 2017. Children in a Digital World. Valkenburg, P. M., Peter, J., & Schouten, A. P. (2006). Friend Networking Sites and Their Relationship to Adolescents’ Well-Being and Social Self-Esteem. CyberPsychology & Behavior, 9(5), 584–590. ht

The purpose of this paper is creating analyses for understanding the personality characteristics related to emotional intelligence and how can this define the development program of personal characteristics in the processes of education for Industry 4.0. The main research goal is to measure dimensions of emotional intelligence in the student population based on a quantitative survey (Emotional Competence Inventory) through dimensions of emotional intelligence: self-regulation, self-awareness, and attitude towards changes. Since the student population was the research target, a group of 338 engineering students was selected. The group was characterized by highly diversified geographic origin, having previously completed school and achieved success. The results show that there are statistically significant differences between all three dimensions of emotional intelligence. Namely, self-regulation and attitude towards changes (both directly and indirectly through self-regulation) are positively affected by self-awareness, while attitude towards changes is positively affected by self-regulation. Developing student emotional potential is one of the most important actuators of business for Industry 4.0, especially in countries with low educational attainment and low social and economic indicators.

The relevance of research. In modern educational conditions, it is important for applicants to independently regulate academic activities and find solutions to overcome unforeseen negative situations. The purpose of the study is to reveal the correlation between indicators of ways to overcome negative situations and academic self-regulation. Research methods - The experimental research was carried out on the basis of the H.S. Skovoroda Kharkiv National Pedagogical University and the Ukrainian Engineering Pedagogics Academy. The study involved applicants for education in the area 05 Social and Behavioral Sciences of 1, 3 and 5 courses in the number of 244 persons (187 girls and 57 boys). As a diagnostic material we used the questionnaire "Ways to overcome negative situations" and the adaptation questionnaire of academic self-regulation R.M. Ryan and D.R. Connell. Mathematical and statistical methods were applied in data processing. Results. In a pilot study, it was found that the main ways of overcoming negative situations by subjects of educational and professional activities are self-accusations, problem analysis and self-esteem increase. Academic self-regulation is characterized mainly by external and introjective regulation. Conclusions. According to the results of the study of methods to overcome negative situations, it was found that students more often choose coping strategies of self-blame, problem analysis and search for guilty. During their educational and professional activities, students rely on the emotional sphere, which they direct towards themselves or others. At the same time, while analyzing the problem, students try to retire, seek information, find a solution. Academic self-regulation is characterized by external and introjected regulation. All data indicate that subjects of educational and professional activities are capable of self-organizing activities with the help of constructive coping strategies using the development of emotional intelligence for psychological well-being.

The pandemic that occurred this year created conditions that changed the activities of parents and children, the role of parents working outside the home often led to a lack of parental involvement in child development, especially the development of independence. The conditions of the Covid-19 pandemic have caused parents and children to be in one place at the same time. This study aims to determine the effect of parental involvement and maternal employment status on the independence of children aged 7-8 years in the Covid-19 pandemic situation. This quantitative research uses a comparative causal ex-post facto design, with groups of working mothers and groups of non-working mothers. The sample of each group was 60 people who were randomly selected. The findings of the study with the calculation of the two-way ANOVA test obtained the value of Fo = 4.616> F table = 3.92 or with p-value = 0.034 <α = 0.05, indicating that there is an interaction between parental involvement and maternal employment status on children's independence, and Based on the results of hypothesis testing, there is no effect of parental involvement and mother's work status on the independence of the child even though there are differences in the average results of children's independence. Keywords: Children's Independence, Parental Involvement and Mothers' Employment References: Areepattamannil, S., & Santos, I. M. (2019). Adolescent students’ perceived information and communication technology (ICT) competence and autonomy: Examining links to dispositions toward science in 42 countries. Computers in Human Behavior. https://doi.org/10.1016/j.chb.2019.04.005 Benner, A. D., Boyle, A. E., & Sadler, S. (2016). Parental Involvement and Adolescents’ Educational Success: The Roles of Prior Achievement and Socioeconomic Status. Journal of Youth and Adolescence, 45(6), 1053–1064. https://doi.org/10.1007/s10964-016-0431-4 Chusniatun, Kuswardhani, & Suwandi, J. (2014). Peran ganda pengembangan karier guru-guru perempuan. Jurnal Pendidikan Ilmu Sosial, 24(2), 53–66. Cohen, J. (1994). The earth is round (p < .05). (Vol. 49). American Psychologist,. DeLuca, C., Pyle, A., Braund, H., & Faith, L. (2020). Leveraging assessment to promote kindergarten learners’ independence and self-regulation within play-based classrooms. Assessment in Education: Principles, Policy & Practice, 27(4), 394–415. https://doi.org/10.1080/0969594X.2020.1719033 Dong, C., Cao, S., & Li, H. (2020). Young children’s online learning during COVID-19 pandemic: Chinese parents’ beliefs and attitudes. Children and Youth Services Review. https://doi.org/10.1016/j.childyouth.2020.105440 Eisenberg, N., Valiente, C., Morris, A. S., Fabes, R. A., Cumberland, A., Reiser, M., Gershoff, E. T., Shepard, S. A., & Losoya, S. (2003). Longitudinal relations among parental emotional expressivity, children’s regulation, and quality of socioemotional functioning. Developmental Psychology, 39(1), 3–19. https://doi.org/10.1037/0012-1649.39.1.3 Gassman-Pines, A., Ananat, E. O., & Fitz-Henley, J. (2020). COVID-19 and parent-Child psychological well-being. Pediatrics, 146(4). https://doi.org/10.1542/peds.2019-3211 Grolnick, W. S., Benjet, C., Kurowski, C. O., & Apostoleris, N. H. (1997). Predictors of Parent Involvement in Children’s Schooling. 11. Gürbüztürk, O., & Şad, S. N. (2010). Turkish parental involvement scale: Validity and reliability studies. Procedia - Social and Behavioral Sciences, 2(2). https://doi.org/10.1016/j.sbspro.2010.03.049 Gusmaniarti, G., & Suweleh, W. (2019). Analisis Perilaku Home Service Orang Tua terhadap Perkembangan Kemandirian dan Tanggung Jawab Anak. Aulad : Journal on Early Childhood. https://doi.org/10.31004/aulad.v2i1.17 Hatzigianni, M., & Margetts, K. (2014). Parents’ beliefs and evaluations of young children’s computer use. Australasian Journal of Early Childhood. https://doi.org/10.1177/183693911403900415 Hornby, G., & Lafaele, R. (2011). Barriers to parental involvement in education: An explanatory model. Educational Review, 63(1), 37–52. https://doi.org/10.1080/00131911.2010.488049 Iftitah, S. L., & Anawaty, M. F. (2020). Peran Orang Tua Dalam Mendampingi Anak Di Rumah Selama Pandemi Covid-19. JCE (Journal of Childhood Education), 4(2), 71. https://doi.org/10.30736/jce.v4i2.256 Jeynes, W. H. (2005). Effects of Parental Involvement and Family Structure on the Academic Achievement of Adolescents. Marriage & Family Review, 37(3), 99–116. https://doi.org/10.1300/J002v37n03_06 Kadir. (2017). Statistika Terapan. PT Raja Grafindo Persada. Komala. (2015). Mengenal dan Mengembangkan Kemandirian Anak Usia Dini Melalui Pola Asuh Orang Tua dan Guru. Tunas Siliwangi, 1(1), 31–45. Kumpulainen, K., Sairanen, H., & Nordström, A. (2020). Young children’s digital literacy practices in the sociocultural contexts of their homes. Journal of Early Childhood Literacy, 20(3), 472–499. https://doi.org/10.1177/1468798420925116 Levitt, M. R., Grolnick, W. S., Caruso, A. J., & Lerner, R. E. (2020). Internally and Externally Controlling Parenting: Relations with Children’s Symptomatology and Adjustment. Journal of Child and Family Studies, 29(11), 3044–3058. https://doi.org/10.1007/s10826-020-01797-z Lie, A., & Prasasti, S. (2004). Menjadi Orang Tua Bijak 101 Cara Membina Kemandirian dan Tanggung Jawab Anak. PT. Alex Media. Livingstone, S., Mascheroni, G., Dreier, M., Chaudron, S., & Lagae, K. (2015). How parents of young children manage digital devices at home: The role of income, education and parental style. 26. Mikelić Preradović, N., Lešin, G., & Šagud, M. (2016). Investigating Parents’ Attitudes towards Digital Technology Use in Early Childhood: A Case Study from Croatia. Informatics in Education, 15(1), 127–146. https://doi.org/10.15388/infedu.2016.07 Moonik, P., Lestari, H. H., & Wilar, R. (2015). Faktor-Faktor Yang Mempengaruhi Keterlambatan Perkembangan Anak Taman Kanak-Kanak. E-CliniC, 3(1), 124–132. https://doi.org/10.35790/ecl.3.1.2015.6752 Ogg, J., & Anthony, C. J. (2020). Process and context: Longitudinal effects of the interactions between parental involvement, parental warmth, and SES on academic achievement. Journal of School Psychology. https://doi.org/10.1016/j.jsp.2019.11.004 Pek, L. S., & Mee, R. W. M. (2020). Parental Involvement On Child’s Education At Home During School Lockdown. Jhss (Journal Of Humanities And Social Studies). https://doi.org/10.33751/jhss.v4i2.2502 Porumbu, D., & Necşoi, D. V. (2013). Relationship between Parental Involvement/Attitude and Children’s School Achievements. Procedia - Social and Behavioral Sciences, 76, 706–710. https://doi.org/10.1016/j.sbspro.2013.04.191 Raeff, C. (2010). Independence and Interdependence in Children’s Developmental Experiences. Child Development Perspectives, 4(1), 31–36. https://doi.org/10.1111/j.1750-8606.2009.00113.x Rantina, M. (2015). Peningkatan Kemandirian Melalui Kegiatan Pembelajaran Practical Life. Jurnal Pendidikan Usia Dini, 9, 181–200. https://doi.org/DOI: https://doi.org/10.21009/JPUD.091 Rihatno, T., Yufiarti, Y., & Nuraini, S. (2017). Pengembangan Model Kemitraan Sekolah Dan Orangtua Pada Pendidikan Anak Usia Dini. JPUD - Jurnal Pendidikan Usia Dini. https://doi.org/10.21009/jpud.111.08 Rika Sa’diyah. (2017). Pentingnya Melatih Kemandirian Anak. Jurnal KORDINAT, 16, 31–46. Yulianti, K., Denessen, E., & Droop, M. (2019). Indonesian Parents’ Involvement in Their Children’s Education: A Study in Elementary Schools in Urban and Rural Java, Indonesia. In School Community Journal. Zhang, D., Zhao, J. L., Zhou, L., & Nunamaker, J. F. (2004). Can e-learning replace classroom learning? Communications of the ACM, 47(5), 75–79. https://doi.org/10.1145/986213.986216

The current research explores the role of communal orientation, emotional expressivity and emotional regulation to determine marital flourishing of married population.Data is collected from married individuals belonging to diverse social, economic and professional backgrounds using standardized self-report questionnaires. The study uses survey research design. SPSS 21 version analyses the data using correlations, regression and moderated-mediated models. Results indicatethat communal orientation is significant predictor of marital flourishing. Findings also reveal that moderation of emotion expressivity and mediation of emotion regulation buffers the relationship between communal orientation and marital flourishing amongst married population.The current researchcarries implications for relationship counselors, family researchers and positive psychologists.

Maladaptive adolescent behavior patterns often create escalating conflict with adults and peers, leading to poor long-term social trajectories. To address this, school-based behavior management often consists of contingent reinforcement for appropriate behavior, behavior reduction procedures, and placement in self-contained or alternative settings. Yet, these commonplace practices may not foster the self-regulation processes necessary to override the habitual and negative response sequences that prohibit independent and sustained positive social functioning. As such, we developed I Control, a curriculum to teach middle school students with significant behavior problems how to engage in appropriate social self-regulation. Pre–post pilot data analyses using Mplus from 152 students in 14 schools/17 classrooms indicated that students taught I Control evidenced more positive scores than controls on teacher-reported contextualized executive function, externalizing behavior problems, and general problem behavior, and student-reported emotional control, social problem solving, and externalizing and internalizing behavior problems. Also, students who were taught the curriculum had greater curricular knowledge than control students. These positive findings indicate that I Control warrants more extensive investigation.

School readiness is an important factor that affects the child’s development. However, promoting children’s school readiness becomes even more challenging during the COVID-19 pandemic. There is a gap between the implementation of Distance Learning and the limited understanding about effect of Distance Learning to promote children’s school readiness. This study aims to find out how distance learning affects children's school readiness during the Covid-19 pandemic and to understand the role of the children’s environment in promoting children’s school readiness, in terms of Bronfenbrenner's Bio-ecological theory. This research uses a descriptive quantitative method. Data was collected by an online survey. There were 326 parents and 34 KG-B teachers from 16 private schools in Semarang who participated in this study. Data analysis uses descriptive analysis techniques and independent sample t-test. The result finds out that distance learning is less effective in promoting children's school readiness, especially in socio-emotional skills. The role of the ecological system also influences distance learning in promoting school readiness, so for promoting school readiness, both children’s skills and the roles of systems should be emphasized. The findings suggest the school needs to evaluate and review every strategy, planning and implementation of distance learning in their schools. The findings also suggest the kindergarten teachers need to enrich their competence in designing innovative, creative, and interesting distance learning activities, based on digital technology. Keywords: early childhood, school readiness; distance learning References: Agustin, M., Puspita, R. D., Nurinten, D., & Nafiqoh, H. (2020). Tipikal Kendala Guru PAUD dalam Mengajar pada Masa Pandemi Covid 19 dan Implikasinya. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 5(1). https://doi.org/10.31004/obsesi.v5i1.598 Ayudia, R., Febrialismanto, F., & Solfiah, Y. (2020). Persepsi Orangtua Terhadap Pembelajaran Daring Pada Anak Usia 5-6 Tahun Di Kecamatan Limapuluh Kota Pekanbaru. Jurnal Review Pendidikan Dan Pengajaran, 3(2). https://doi.org/10.31004/jrpp.v3i2.1222 Britto, P. R. (2012). School Readiness: A Conceptual Framework. United Nations Children’s Fund (UNICEF). Ekyana, L., Fauziddin, M., Arifiyanti, N., Pendidikan, J., & Dini, U. (2021). Parents’ Perception: Early Childhood Social Behaviour During Physical Distancing in the Covid-19 Pandemic. Jurnal Pendidikan Usia Dini, 15(2), 258–280. https://doi.org/10.21009/JPUD.152.04 Fridani, L. (2014). School readiness and transition to primary school: A study of teachers, parents and educational policy makers’ perspectives and practices in the capital city of Indonesia. In Faculty of Education, Monash University, Australia. Jalal, M. (2020). Kesiapan Guru Menghadapi Pembelajaran Jarak Jauh Di Masa Covid-19. Smart Kids: Jurnal Pendidikan Islam Anak Usia Dini, 2(1). https://doi.org/10.30631/smartkids.v2i1.61 Kokkalia, G., Drigas, A., Economou, A., & Roussos, P. (2019). School readiness from kindergarten to primary school. International Journal of Emerging Technologies in Learning, 14(11). https://doi.org/10.3991/IJET.V14I11.10090 Lutfiah, S. Z. (2020). Persepsi Orang Tua Mengenai Pembelajaran Online di Rumah Selama Pandemi Covid-19. Dealektik, 2(2). Majzub, R. M., & Rashid, A. A. (2012). School Readiness Among Preschool Children. Procedia - Social and Behavioral Sciences, 46. https://doi.org/10.1016/j.sbspro.2012.06.098 Nurdin, N., & Anhusadar, L. (2020). Efektivitas Pembelajaran Online Pendidik PAUD di Tengah Pandemi Covid 19. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 5(1). https://doi.org/10.31004/obsesi.v5i1.699 Nurhayati, W. (2019). Pengembangan Instrumen Kesiapan Bersekolah dan Pemetaan Kesiapan Bersekolah pada Anak Usia Dini di Indonesia. Indonesian Journal of Educational Assesment, 1(1). https://doi.org/10.26499/ijea.v1i1.4 Nurkolis, N., & Muhdi, M. (2020). Keefektivan Kebijakan E-Learning berbasis Sosial Media pada PAUD di Masa Pandemi Covid-19. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(1). https://doi.org/10.31004/obsesi.v5i1.535 Pan, Q., Trang, K. T., Love, H. R., & Templin, J. (2019). School Readiness Profiles and Growth in Academic Achievement. Frontiers in Education, 4. https://doi.org/10.3389/feduc.2019.00127 Pangestuti, R., Agustiani, H., Cahyadi, S., & Kadiyono, A. L. (2018). Indonesian children ‘s readiness for elementary school: A preliminary study to the holistic approach to school readiness. Pedagogika, 132(4). https://doi.org/10.15823/p.2018.132.6 Ricciardi, C., Manfra, L., Hartman, S., Bleiker, C., Dineheart, L., & Winsler, A. (2021). School readiness skills at age four predict academic achievement through 5th grade. Early Childhood Research Quarterly, 57. https://doi.org/10.1016/j.ecresq.2021.05.006 Saodi, S., Herlina, H., & Irfan, M. (2021). The Effectiveness of Children’s Learning Time in Online Learning System During the Covid 19 Pandemic in Kindergartens. Journal of Educational Science and Technology (EST), 7(2), 148. https://doi.org/10.26858/est.v7i2.19538 Satrianingrum, A. P., & Prasetyo, I. (2020). Persepsi Guru Dampak Pandemi Covid-19 terhadap Pelaksanaan Pembelajaran Daring di PAUD. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(1). https://doi.org/10.31004/obsesi.v5i1.574 Sibagariang, P. P., & S. Pandia, W. S. (2021). Teaching Approach and Teacher Self-Efficacy during Early Childhood Distance Learning. JPUD - Jurnal Pendidikan Usia Dini, 15(1), 41–59. https://doi.org/10.21009/jpud.151.03 Sit, M., & Assingkily, M. S. (2020). Persepsi Guru tentang Social Distancing pada Pendidikan AUD Era New Normal. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(2). https://doi.org/10.31004/obsesi.v5i2.756 Snow, K. L. (2006). Measuring school readiness: Conceptual and practical considerations. In Early Education and Development (Vol. 17, Issue 1). https://doi.org/10.1207/s15566935eed1701_2 Wijaya, C., Anwar Dalimunthe, R., & Muslim. (2021). Parents’ Perspective On The Online Learning In Al-Azhar Kindergarden Model Medan. JPUD - Jurnal Pendidikan Usia Dini, 15(2), 300–318. https://doi.org/10.21009/jpud.152.06 Wijayanti, R. M., & Fauziah, P. Y. (2020). Perspektif dan Peran Orangtua dalam Program PJJ Masa Pandemi Covid-19 di PAUD. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 5(2). https://doi.org/10.31004/obsesi.v5i2.768 Wulandari, H., Purwanta, E., Anak, P., Dini, U., Yogyakarta, U. N., & Biasa, P. L. (2021). Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Pencapaian Perkembangan Anak Usia Dini di TK selama Pembelajaran Daring saat Pandemi Covid-19. Jurnal Pendidikan Anak Usia Dini, 5(1).

Background/Context Researchers, policymakers, and practitioners undoubtedly concur that missing school deteriorates student outcomes. And yet, in evaluating the deleterious effects of missing in-school time, empirical research has almost exclusively focused on absences, and the scant amount of empirical literature on tardiness has focused on academic achievement. Hence, this study contributes novel insight in two capacities: focusing on the effects of tardy classmates and focusing on socio-emotional outcomes. Purpose The purpose of this study is to determine the effects of peer-level tardiness on individual-level socio-emotional outcomes utilizing nationally representative, longitudinal data. Population/Participants/Subjects The data are sourced from the Early Childhood Longitudinal Study—Kindergarten Class (ECLS-K), which is a nationally representative sample of students, teachers, and schools. Information was first collected from kindergartners (as well as parents, teachers, and school administrators) from U.S. kindergarten programs in the 1998–1999 school year. This study utilizes data collected at spring of kindergarten, first grade, and third grade. Across all three waves of data, there were a total of N=21,765 student observations. Research Design This study combines secondary data analyses and quasi-experimental methods. There are five dependent socio-emotional variables utilized throughout this study, delineated into problem behaviors and social skills. Problem behaviors include two scales: (a) externalizing problem behaviors and (b) internalizing problem behaviors. Social skills include three scales: (a) level of self-control, (b) approaches to learning, and (c) interpersonal skills. This study begins with a baseline, linear regression model. To address issues pertaining to omitted variable bias, this study employs multilevel fixed effects modeling. Findings The coefficients on classroom tardies indicated statistically significant relationships between having a higher daily average number of classmate tardies and socio-emotional development. Students whose classmates are, on average, tardy more frequently have higher frequencies of problem behaviors and lower levels of social skills. The effects remain significant even after accounting for multiple omitted variable biases. Conclusions/Recommendations In addition to the previously well-established negative effects of missing school via absences, tardiness also diminishes student outcomes. Hence, the findings in this study—which brought to the surface new ways by which classmates’ actions can influence other students’ outcomes—would support the continuation of those school practices that successfully reduce multiple channels of missing school. Particularly high rates of peer tardies in addition to high rates of peer absences have both now been established in the research literature as detrimental to individual and classmate outcomes.

Play-based learning activities are important programs throughout the world of children's education. Through play, children learn creatively and constructively. This study aims to solve the problem of creativity in early-childhood dance movements with the hope that there will be an increase in aspects of fluency, flexibility and elaboration through play activities related to educational dance. This action research uses an action research method which is carried out in three cycles. The subjects in this study were 19 children aged 5-6 years in Kindergarten in Central Jakarta. Data collection was carried out through observation, interviews, field notes, video documentation and photos. The findings show every child's creativity in dance movements can be improved through playing activities. Increased creativity in dance movements occurs in the aspects of fluency, flexibility, and elaboration. Another important finding, there is an increase in the optimal ability of dance creativity in the third cycle of this action research. The implication from this research is that play activities suitable for learning creative dance in early childhood must be designed as a program that emphasizes aspects of fluency, flexibility, and elaboration. Keywords: Early Childhood, Creativity in dance movements, Play based learning activities References: Bläsing, B., Calvo-Merino, B., Cross, E. S., Jola, C., Honisch, J., & Stevens, C. J. (2012). Neurocognitive control in dance perception and performance. Acta Psychologica, 139(2), 300–308. https://doi.org/10.1016/j.actpsy.2011.12.005 Brehm, M. A., & McNett, L. (2007). Creative dance for learning: The kinesthetic link. McGraw-Hill. Chatoupis, C. (2013). Young children’s divergent movement ability: A study revisited. Early Child Development and Care, 183(1), 92–108. https://doi.org/10.1080/03004430.2012.655728 Cheng, V. M. Y. (2010). Tensions and dilemmas of teachers in creativity reform in a Chinese context. Thinking Skills and Creativity, 5(3), 120–137. https://doi.org/10.1016/j.tsc.2010.09.005 Cheung, R. H. P. (2012). Teaching for creativity: Examining the beliefs of early childhood teachers and their influence on teaching practices. Australasian Journal of Early Childhood, 37(3), 43–52. https://doi.org/10.1177/183693911203700307 Cleland, F. E., & Gallahue, D. L. (1993). Young Children’s Divergent Movement Ability. Perceptual and Motor Skills, 77(2), 535–544. https://doi.org/10.2466/pms.1993.77.2.535 Copple, C., & Bredekamp, S. (2009). Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8 (3rd ed.). National Association for the Education of Young Children. Craft, A. (2000). Creativity across the primary curriculum: Framing and developing practice. Routledge. Craft, Anna. (2005). Creativity in Schools: Tensions and Dilemmas. Routledge. Cropley, A. (2001). Creativity in education & learning: A guide for teachers and educators. Kogan Page. Doherty, J., & Bailey, R. (2002). Supporting Physical Development and Physical Education in the Early Years (1st edition). Open University Press. Eckhoff, A. (2011). Creativity in the Early Childhood Classroom: Perspectives of Preservice Teachers. Journal of Early Childhood Teacher Education, 32(3), 240–255. https://doi.org/10.1080/10901027.2011.594486 Garaigordobil, M., & Berrueco, L. (2011). Effects of a Play Program on Creative Thinking of Preschool Children. The Spanish Journal of Psychology, 14(2), 608–618. https://doi.org/10.5209/rev_SJOP.2011.v14.n2.9 Gilbert, A. G. (2019). Brain-compatible dance education (Second Edition). Human Kinetics, Inc. Hoffmann, J. D., & Russ, S. W. (2016). Fostering pretend play skills and creativity in elementary school girls: A group play intervention. Psychology of Aesthetics, Creativity, and the Arts, 10(1), 114–125. https://doi.org/10.1037/aca0000039 Hoffmann, J., & Russ, S. (2012). Pretend play, creativity, and emotion regulation in children. Psychology of Aesthetics, Creativity, and the Arts, 6(2), 175–184. https://doi.org/10.1037/a0026299 Hui, A. N. N., Chow, B. W. Y., Chan, A. Y. T., Chui, B. H. T., & Sam, C. T. (2015). Creativity in Hong Kong classrooms: Transition from a seriously formal pedagogy to informally playful learning. Education 3-13, 43(4), 393–403. https://doi.org/10.1080/03004279.2015.1020652 Jeffrey, B. (2006). Creative teaching and learning: Towards a common discourse and practice. Cambridge Journal of Education, 36(3), 399–414. https://doi.org/10.1080/03057640600866015 Karaca, N. H., Uzun, H., & Metin, Ş. (2020). The relationship between the motor creativity and peer play behaviors of preschool children and the factors affecting this relationship. Thinking Skills and Creativity, 38, 100716. https://doi.org/10.1016/j.tsc.2020.100716 Karpati, F. J., Giacosa, C., Foster, N. E. V., Penhune, V. B., & Hyde, K. L. (2016). Sensorimotor integration is enhanced in dancers and musicians. Experimental Brain Research, 234(3), 893–903. https://doi.org/10.1007/s00221-015-4524-1 Kaufman, J. C., & Beghetto, R. A. (2009). Beyond Big and Little: The Four C Model of Creativity. Review of General Psychology, 13(1), 1–12. https://doi.org/10.1037/a0013688 Kemmis, S., McTaggart, R., & Nixon, R. (2014). The Action Research Planner. Springer Singapore. https://doi.org/10.1007/978-981-4560-67-2 Kuhn, J.-T., & Holling, H. (2009). Exploring the nature of divergent thinking: A multilevel analysis. Thinking Skills and Creativity, 4(2), 116–123. https://doi.org/10.1016/j.tsc.2009.06.004 Lai Keun, L., & Hunt, P. (2006). Creative dance: Singapore children’s creative thinking and problem‐solving responses. Research in Dance Education, 7(1), 35–65. https://doi.org/10.1080/14617890600610661 Leff, S. S., Costigan, T., & Power, T. J. (2004). Using participatory research to develop a playground-based prevention program. Journal of School Psychology, 42(1), 3–21. https://doi.org/10.1016/j.jsp.2003.08.005 Lobo, Y. B., & Winsler, A. (2006). The Effects of a Creative Dance and Movement Program on the Social Competence of Head Start Preschoolers. Social Development, 15(3), 501–519. https://doi.org/10.1111/j.1467-9507.2006.00353.x Lucas, B. (2001). Creative teaching, teaching creativity and creative learning (A. Craft, B. Jeffrey&M. Leibling (Eds),). Continuum. Marinšek, M., & Denac, O. (2020). The Effects of an Integrated Programme on Developing Fundamental Movement Skills and Rhythmic Abilities in Early Childhood. Early Childhood Education Journal, 48(6), 751–758. https://doi.org/10.1007/s10643-020-01042-8 Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (Third edition). SAGE Publications, Inc. Pürgstaller, E. (2021). Assessment of Creativity in Dance in Children: Development and Validation of a Test Instrument. Creativity Research Journal, 33(1), 33–46. https://doi.org/10.1080/10400419.2020.1817694 Repp, B. H., & Su, Y.-H. (2013). Sensorimotor synchronization: A review of recent research (2006–2012). Psychonomic Bulletin & Review, 20(3), 403–452. https://doi.org/10.3758/s13423-012-0371-2 Rudowicz, E., & Hui, A. (2000). Hong Kong Chinese People’s View of Creativity. 16. Runco, M. A. (2003). Education for Creative Potential. Scandinavian Journal of Educational Research, 47(3), 317–324. https://doi.org/10.1080/00313830308598 Runco, M. A., & Acar, S. (2012). Divergent Thinking as an Indicator of Creative Potential. Creativity Research Journal, 24(1), 66–75. https://doi.org/10.1080/10400419.2012.652929 Saracho, O. (2002). Young Children’s Creativity and Pretend Play. Early Child Development and Care, 172(5), 431–438. https://doi.org/10.1080/03004430214553 Schwartz, D., Dodge, K. A., Pettit, G. S., Bates, J. E., & The Conduct Problems Prevention Research Group. (2000). Friendship as a moderating factor in the pathway between early harsh home environment and later victimization in the peer group. Developmental Psychology, 36(5), 646–662. https://doi.org/10.1037/0012-1649.36.5.646 Steinberg, C., & Steinberg, F. (2016). Importance of students’ views and the role of self-esteem in lessons of creative dance in physical education. Research in Dance Education, 17(3), 189–203. https://doi.org/10.1080/14647893.2016.1208646 Stinson, S. W. (1993). Testing Creativity of Dance Students in the Peoples Republic of China. Dance Research Journal, 25(1), 65–68. https://doi.org/10.1017/S0149767700008056 Tsompanaki, E. (2019). The Effect of Creative Movement-Dance on the Development of Basic Motor Skills of Pre-School Children. Review of European Studies, 11(2), 29. https://doi.org/10.5539/res.v11n2p29

The ability to self-regulate is a key focus for educators, especially for neurodivergent students, such as those with ADHD, fetal alcohol syndrome, mental health difficulties, autism, and/or anxiety. Students not being able to self-regulate frequently results in their behaviours being labelled as “naughty” or “challenging” by teachers. Continued dysregulation can lead to periods of suspension and exclusion, impacting both attendance rates for students and their broader families. Previous research has shown that the impacts of poor self-regulation can be wide-ranging, spanning both social and academic outcomes. The broad negative impact of poor self-regulation means that it is important to support families and classroom teachers to effectively improve children’s self-regulation. However, to support families and educators, there is a need to develop and deploy a theoretical framework to suggest why self-regulation may be under-developed and, conversely, how self-regulation may be effectively developed across a wide range of contexts. This paper considers current literature exploring the links between individual experiences of emotions and connections with core abilities of interoception, self-regulation, emotional intelligence, and metacognition. It outlines a hypothesised model of how these abilities intertwine and how supporting core building blocks within educational settings can enable supportive and inclusive educational contexts, providing positive experiences for students and teachers alike.

Throughout the past 70 years, the field of LDs has aimed to support children, youth, as well as their families, to generate definitions, understand neurological contributions and create meaningful policies and practices. However, despite decades of research, an emphasis on early identification and prevention, and significant policy documents, children and youth with LDs continue to face equally as important difficulties related to one’s social and emotional well-being. Critical disability studies (CDS) identifies how political, educational, and social contexts serve as sites for (in)justice (Shildrick, 2007). A CDS framework aims to resist the emphasis of individual impairment and deficiency while incorporating the interests and voices of the individuals with disabilities themselves. Few studies have analyzed the impact of mindfulness on how children with LDs cope with stress, ‘failure’, and understand their bodies. As a result, this paper will ask: how can mindfulness-based practices be used as a tool to improve the overall well-being of children and youth with a LD? With support from CDS and the utilization of mindfulness-based practices, children and youth with LDs can become connected to the body and mind. This study will enable future research on the importance of self-advocacy, coping, confidence, attention, and emotional regulation for children with LDs. It is through these liberating frameworks that children with LDs can become emancipated from political, historic, social, and cultural constraints.

A growing body of research has shown the positive effects of peer tutoring on students’ academic achievement, self-concept, attitude, social, and behavioral outcomes. There is, however, a paucity of research that focuses on peer-tutoring interventions for Hispanic students. The current study examined classroom practices, as well as program teachers’ and students’ behaviors within a cross-age peer-tutoring program implemented in elementary and middle schools that serve predominantly Hispanic students. Classroom observations were used to investigate the implementation of the peer-tutoring program. The results indicated that the program’s strengths included the development of positive emotions and relationships among students and a classroom environment that fostered warm and supportive relationships. The findings also indicated several weaknesses in the implementation of the program. Practitioners can use the findings to improve the effectiveness of future peer-tutoring programs in mathematics.

Emotional Intelligence (EI) was initially proposed as an organized theory by Salovey and Mayer (1990) and later expanded (Mayer & Salovey, 1997) and was pop‑ ularized in the general media by Goleman (1995). EI refers to a set of abilities for using emotional information in adaptive ways. This psychological construct is important and relevant to leadership since emotional factors play a role in personal well‑being, interpersonal relationships, motivation, workplace adjustment and learning processes. EI can be applied to educational leadership since the school leader must continually work with individuals and groups (i. e. school personnel such as teachers, teaching aids, school psychol‑ ogists, counselors, other administrators as well as students and parents). Using emotions adaptively is critical for effective interpersonal relationships as well as for creating an emotional‑toned environment in the school context. Two models of EI are presented. The first model (Mayer & Salovey, 1997) is the ability‑model that considers four major emotion skill sets (perception, facilitation, understanding and managing). The second model (Goleman et al., 2002) organizes EI competencies across two dimensions: capacities (emotion recognition & regulation) and application domains (toward self & others). There is some overlap between these models with regard to emotional perception (recognition) and regulation (managing). The Mayer’s and Salovey’s (1997) model is distinct for its abilities to use emotional concepts and the use of emotions to facilitate decision‑making and emotional planning. Goleman and colleagues’ (2002) model includes organizational and social intelligence features. Research on the relationship between EI and effective leadership will be reviewed. Generally, studies have found predictive correlations between EI and effective, transformational leadership (Mills, 2009; Palmer et al., 2001; Sayeed & Shanker, 2009). A useful model proposed by Guillen & Florent‑Treacy (2011) divides leadership behaviors into two groups: Getting along (with others) and getting ahead (meeting organizational goals). Goleman’s (2011) six styles of EI leadership will be discussed as approaches to educational leadership with an examination of the strengths, limitations and emotional dynamics of each style. The six styles are: Directive (using authoritarian methods); Pacesetting (expecting leader‑determined standards); Visionary (creating inspirational purposes); Affiliative (leading through relationships); Participative (using democratic consensus building) and Coaching (helping individuals develop). These styles are further described in terms of the previously mentioned leadership categories of getting along or getting ahead. In addition, the styles are determined to be either dissonant or resonant with regard to the emotional tone they create in the organization. The necessity of advocating for EI in school contexts will be emphasized. The potential for various professionals (such as school psychologists and school counselors) to take on leadership functions as facilitators of emotional processes in the school settings will also be considered. Educational leaders (whether formally as administrators or functionally as school counselors and psychologists), can have a positive impact on school personnel and students as well as the larger school context through the application of EI capacities and through considering the emotional dynamics in leadership styles.

Emotional awareness is the ability to conceptualize and describe one’s own emotions and those of others. Over thirty years ago, a cognitive-developmental theory of emotional awareness patterned after Piaget’s theory of cognitive development was created as well as a performance measure of this ability called the Levels of Emotional Awareness Scale (LEAS). Since then, a large number of studies have been completed in healthy volunteers and clinical populations including those with mental health or systemic medical disorders. Along the way, there have also been further refinements and adaptations of the LEAS such as the creation of a digital version in addition to further advances in the theory itself. This review aims to provide a comprehensive summary of the evolving theoretical background, measurement methods, and empirical findings with the LEAS. The LEAS is a reliable and valid measure of emotional awareness. Evidence suggests that emotional awareness facilitates better emotion self-regulation, better ability to navigate complex social situations and enjoy relationships, and better physical and mental health. This is a relatively new but promising area of research in the domain of socio-emotional skills. The paper concludes with some recommendations for future research.

Introduction. The modern education system has undergone serious changes in recent years – the content of educational programmes is being revised; electronic, mixed, mobile learning is being actively introduced; the practical activities of future specialists are being strengthened. The use of computer networks, web applications, and interactive services makes education more accessible, stimulating the cognitive interests of students, increasing motivation for education. One of the most significant innovative trends in modern education is gamification, which is most often considered as a system that uses components of computer games in non-gaming situations. Aim. The current research aims to analyse the conceptual foundations of gamification in education, to determine a system of tools that can present unique opportunities for gamification, features of its promising use for turning into an innovative experience in the development of higher professional education. Methodology and research methods. The study of the problem of gamification involves the analysis of pedagogical and psychological literature of foreign and Russian authors; systematisation and generalisation of pedagogical concepts, practice-oriented materials, and facts. The gamification methodology includes systematic, personality-oriented, activity-based approaches. An attempt is made to determine the components of the gamification system and their role in the organisation of modern education. The analysis of gamification resources makes it possible to identify approaches to increase motivation and involvement of students, and, in addition, to find out ways to include elements of game design (task definition, feedback, levels, creativity), computer games in the educational environment. On the basis of a personality-oriented approach, the influence of gaming technologies on the development of student personality is considered. The activity approach makes it possible to identify the basics of the organisation and management of the activities of subjects of education, to establish the features of the use of educational technologies, practices and methodological techniques. The activity-based approach in the context of gamification determines an active, ever-increasing activity as a source of personal development of students. Results. In the course of the research, the theoretical foundations of the use of gamification in modern higher education were formulated; tools for the prospective inclusion of gaming practices in the training system were identified; mechanisms of internal and external motivation of students, regulation of the behaviour of future specialists when using game elements were identified. Scientific novelty. The concept of gamification of education is part of the concept of the game and reflects the current trends in the development of education based on the strategy and tactics of gaming activities, structured in a special way taking into account the resources of game principles, mechanics, methods and techniques. Gamified learning can become a leader in the process of training specialists using innovative practices, stimulating motivation, regulating behaviour, implementing ideas of friendly competition and creative cooperation in various educational contexts. Practical significance. In the context of determining the promising foundations for the development of modern higher education, the ideas of original technological support for personnel training are proposed. The implementation of practical measures to develop the involvement of students in the educational process, the regulation of motivation, behaviour and practical activities of students, emotional self-realisation, and the system of relationships will contribute to improving the quality of education in higher education. An important result of the study was the conclusion about the expedient combination of traditional and innovative options for conducting training sessions with students, the inclusion of a variety of gaming practices in the educational process.

Relevance. Despite a significant number of publications on volitional regulation in cadets of the institutions of higher education of EMERCOM of Russia, development of volitional regulation during training is still insufficiently studied. Conditions of training in higher education institutions of EMERCOM of Russia differ from civil educational institutions, which may determine the features of volitional regulation of behavior in cadets. In this regard, it is of interest to conduct a comparative analysis of the volitional regulation in cadets of different years and identify its features to improve organization of the educational process and professional training of future employees of the EMERCOM of Russia.Intention: To study the features of volitional regulation in cadets of institutions of higher professional education of the EMERCOM of Russia.Methodology. The study involved 100 cadets of the Academy of the State Fire Service of the EMERCOM of Russia aged 17 to 22 years. The first group (n = 50) included first-year cadets, the second group (n = 50) - third-year cadets. Standardized psychodiagnostic methods were used to study the features of volitional regulation and volitional qualities of cadets. Statistical evaluation of the results was performed using Mann-Whitney U-test and Fisher's F-test.Results and Discussion. Most cadets in both groups, when implementing one or another intention, tend to perform an action. Meanwhile, third-year cadets are more often guided by their current mental state. We believe this is due to the conditions of training, namely, training in educational institutions of a closed or open type. According to the comparative analysis of selfcontrol indicators, freshmen show a higher level of self-control than cadets of the third year in the emotional sphere, activity and behavior. Self-esteem of volitional qualities tended to decrease by the third year of study, while the general profile of selfesteem of volitional qualities remains similar in both groups, which is probably due to perception of difficulties in the freshmen and their motivation for social approval. In a sample of students from a civilian university, similar trends were revealed. The assessment of the variance of psychodiagnostic indicators among cadets showed their greater homogeneity among 1st year cadets than among 3rd year cadets, which is possibly due to changes in education conditions, decreased external control over students, and other reasons.Conclusion. Indicators of volitional regulation in cadets of different years differed. Recommendations are suggested for psychologists providing support for the educational process. The ways of further research are outlined to study the structure of personality volitional qualities and relationship between self-control, volitional regulation and meaning-in-life orientations.

Reading comprehension is the cornerstone of human development, and consequently a fundamental and indispensable tool for communication and social interaction. In recent years, the field of reading comprehension research has been tightly connected with educational neuroscience, which has produced a growing number of interventions aimed at turning theoretical ideas of neuroeducation into practical efforts applicable to the classroom. The aim of the present systematic review was to analyze the state of neuroeducational research, to identify the main characteristics of the interventions developed, and to propose suggestions on the main findings that contribute to neuroeducation research on reading comprehension. Based on the guidelines of the PRISMA method, an exhaustive search was carried out in high impact databases. The selection process yielded 13 eligible studies and they were analyzed in terms of, for instance, theoretical focus, context and participants, and main findings. Results show that these studies most frequently addressed the emotional principle of self-regulation, the importance of the social principle of neuroeducation and its impact on the development of reading comprehension skills through activity breaks, holistic environment and physical exercise, and sensory cognitive development of attention and memory skills. Despite the homogeneity of the interventions presented in these studies, they showed significant effects on reading development, displaying higher research development concerning emotional and social aspects. The present study discusses the contributions of neuroeducational classroom interventions towards the development of reading comprehension skills, offering practical recommendations for teachers.

Aim/Purpose: Teachers usually educate students’ cyberethics using debate, case-based discussion, and role-playing instructional methods in a face-to-face setting. With the presence of teacher and peers, students may not be willing to share their true attitudes, and it may affect the effectiveness of the teaching methods. To tackle the challenge, the author applied a teaching method with a core component of a pressure-free self-assessment approach to improving adolescents’ cyberethics education. This study aimed to explore the impact of the self-assessment method on students’ self-knowledge and self-awareness of cyberethics. Background: Since people usually use their own devices in an individual environment to participate in online activities, going online can be regarded as a private act. The behaviours of youngsters in the online environment may be different from that in the classroom when they are engaged in a face-to-face discussion, especially as they are not required to use their real names to go online. Research has suggested that youngsters have a higher inclination to misbehave online. Together with the fact that they are regular Internet users, and they are overrepresented online, there is an urgent need to foster ethical online behaviour in adolescents. Methodology: A group of 28 students of age about 14 participated in this study. They were studying in secondary level 3 of a government-subsidised secondary school. All of them were required to take an information technology course in their formal curriculum. The researcher applied a framework of adolescents’ cyberethics education to nurture the students with appropriate cyberethics. It includes four dimensions, namely information security, privacy, intellectual property and netiquette. In the first phase of the teaching method, the students received a lecture on cyberethics to obtain related knowledge. In the second phase, the students were engaged in a self-assessment exercise on cyberethics. Data were collected using a knowledge test, a questionnaire, and the self-assessment exercise. Contribution: This paper highlights the challenge arisen from the face-to-face setting of commonly used instructional methods of cyberethics education, such as role-playing and debate. This study suggested a self-assessment teaching method with the rationales underpinned by theories in the area of social psychology. This paper provides detailed elaboration on the instructional method. The author also suggested a framework of adolescents’ cyberethics education. Findings: The students considered the self-assessment exercise allowed them to reflect on their attitudes on cyberethics. It thereby enhanced their self-knowledge on cyberethics. They also expressed that the method was more effective for self-reflection compared with commonly used instructional methods. Moreover, importantly, they stated that they would be more aware of cyberethics in their future online activities. Recommendations for Practitioners: Teachers are advised to use a self-assessment exercise together with commonly used instructional methods, such as case-based discussion, debate, and role-playing, in their future practices of cyberethics education. Recommendation for Researchers: Researchers could consider youngsters’ cognitive and psychological development, and social and emotional factors to improve adolescents’ cyberethics education. Impact on Society: It is anticipated that youngsters would have a higher level of awareness to uphold information security, protect privacy, respect intellectual property and maintain appropriate netiquette. They could then demonstrate more appropriate behaviours when they go online after receiving cyberethics education using the approach elaborated in this paper. Future Research: It is valuable to explore how different factors in cognitive, psychological, social, and emotional domains affect youngsters’ online behaviours. Future research may also design effective instructional methods to improve adolescents’ cyberethics education.

Introduction: To date, there is much controversy in the literature on the impacts of social media use on young women’s health and wellbeing. Alongside the massive popularity of platforms like Instagram and TikTok, the social media culture has become a key mediator of social discourses on health, femininities, bodies, and identities. In contemporary Western societies, the individual pursuit of health is highly valued, related to contemporary forms of governance that emphasize self-regulation, individual responsibility, and individual choice. Furthermore, postfeminist discourses strongly encourage women to engage in constant work on their body, health, and identity. In this context, it is imperative to understand how the contemporary social media culture relates to young women’s health, body, and sense of self. Aims: The overall aim of this study is to understand the role of a new social media culture on narrative constructions of a sense of self among young women in late adolescence, aged 18–20 years old, and, particularly the ways in which such narrative identities relate to experiences and practices involving health and wellbeing. Methods: In this 3-year research we adopt a social constructionist approach in critical health psychology focused on socio-culturally situated practices and meanings involved in the construction of human experience. We adopt a qualitative research approach - consisting of in-depth interviews, focus groups and photo elicitation techniques - with people self-identifying as women. Data analysis will employ both narrative and reflexive thematic analysis. Ethics and dissemination: The study protocol was approved by the Ethics Committee of the University of Lausanne. Findings will be published in scientific journals, presented at meetings, and will serve for public health and educational purposes. Content in form of flyers and posts will be designed to communicate findings to participants via current social media platforms.

The study demonstrates the possibilities of using massive open online courses in engineering education. In order to study the impact of digital learning formats on the acquisition of key engineering competencies by students, an educational experiment was carried out; it was performed as part of the study of the Fire Safety discipline on the basis of the online educational platform Khan Academy. Conceptually, the educational process was aimed at studying the capabilities of software in the field of fire safety, namely: PyroSim, Pathfinder, FireRisk, FIM, FireCategories, PromRisk, FireDistance, as well as gaining professional competencies in the process of performing practical tasks. The educational experiment involved third-year intramural and extramural students of the Faculty of Engineering (The Saint-Petersburg University of the State Fire Service of the EMERCOM of Russia) and Moscow City Pedagogical University. The online educational course was conducted with an emphasis on consolidation and acquisition of professional engineering knowledge and skills in the development of fire safety projects under simulated risk conditions using modern software and an innovative educational platform. The participants demonstrated a high level of involvement, initiative and professional aspirations in the learning process. In the context of the educational experiment, the key competencies required for 21st century engineers have been identified. The students confirmed the positive impact of digital pedagogical tools on the acquisition and development of key competencies necessary for further professional activity. Having completed an online course on the Khan Academy platform focused on the applied interaction with advanced software in the field of fire safety, students identified skills that should be developed and consolidated, namely: teamwork skills and the ability to work in multidisciplinary teams, the ability to manage projects (management, planning, scheduling, budgeting, etc.); the ability to define, formulate and solve engineering problems; the ability to effectively prioritize; striving for lifelong learning; willingness to take a calculated risk; ability to make professional decisions; self-regulation and self-motivation. However, the development of important engineering competencies such as high ethical standards, honesty and global social, intellectual and technological responsibility; good communication skills, high emotional intelligence and cognitive flexibility; entrepreneurial spirit and customer focus requires educators to search for different pedagogical methods and practices. The assessment of the impact of digital learning formats on the acquisition of key engineering competencies was subjective, but revealed pedagogical approaches to the qualitative development of engineering personnel. An effective combination of traditional classroom and virtual interactions can create a complex paradigm of high-quality engineering and technical education that is competitive in the market environment.

Purpose – The purpose of this paper is to explore relationships between students’ self-reported mental health and their perspectives about life at school in metropolitan Adelaide, South Australia. Design/methodology/approach – The Strengths and Difficulties Questionnaire (SDQ) and a purpose designed Living and Learning at School Questionnaire (LLSQ) were administered to 1,715 early adolescents in school Years 7-9. Correspondence analysis, which is a perceptual mapping technique available in SPSS, was used to examine relationships between students’ SDQ subscale scores (Emotional Symptoms, Hyperactivity, Conduct Problems, Pro-social Skills) and the LLSQ subscale scores (Motivation, Learning Strategies, Coping with Schoolwork, Bullying, Numbers of Friends, Safety at School and Teacher Intervention in Bullying Events). Findings – The correspondence analysis produced a two-dimensional visual display (a perceptual map) showing that students’ abnormal, borderline and normal SDQ subscale scores were closely related to their low, medium and high LLSQ subscale scores, respectively. A clear Dimension (factor) emerged, showing a progression from mental health difficulties to strengths, in close association with students’ reports about their school experiences. Research limitations/implications – Caution should be exercised when using the results to interpret events in other contexts. The limitations of self-report methods must be considered. Practical implications – The two-dimensional visual display provides a powerful tool for dissemination of the findings of this study about students’ perspectives to system-level and school-based personnel. This can inform the selection of intervention programs, such as strategies for self-regulation of emotions and learning behaviours, fostering friendships, and supporting academic achievement, that are related to positive mental health. Social implications – This paper can inform school-level policies and practices, such as those relating to professional development to support teachers’ and students’ capabilities (e.g. to manage and prevent bullying) and thus influence the nature of the school experiences that shape students’ perceptions. Originality/value – This paper adds students’ perspectives to the emerging field concerned with designing programs for mental health promotion in schools.

The article deals with the problems of developing the emotional intelligence of preschoolers through a subject-developing environment. The author offers diagnostic methods that reflect the importance of the development of emotional intelligence of children from school age. Emotional intelligence is the ability of a person to understand their own and other people's emotions and adapt to their emotional state. Currently, questions are being raised about the development of inferior skills. Therefore, it can be seen that the implementation of measures at all levels of education aimed at developing children's skills of emotional self-awareness, self-regulation, motivation, empathy, effective interpersonal communication, critical understanding and manifestation to others, self-control, self-regulation, the ability to feel the emotions of others, empathy and communication, is a necessity of the current day. In recent studies, scientists have found that people with a well-developed EQ-emotional intelligence are 4 times more successful. Indicators: Health, Success, Wealth, Discipline. In Western countries, educational programs are developed and implemented in school practice, aimed at developing emotional intelligence in accordance with the age characteristics of students. For business people, emotional intelligence is becoming a new business management tool. The theory of" development of management skills "shows the relationship of" soft skills " – "soft" skills with emotional intelligence. The research of many representatives of neuropsychology and cognitive, social psychology, the opinions of successful people with a global reputation, as well as the experience of leading companies prove that the ability to manage emotional intelligence leads to success. In the course of the study, we found that the development of components of emotional intelligence of preschoolers, the ability to express and identify their emotions, depends on the emotional state of the child and the experience of emotional communication with adults.

Introduction. The study of the problem of school well-being and anxiety of adolescents with and without disabilities is of fundamental importance for the psychological support of the process of academic adaptation.Aim. The present research aimed to conduct a comparative analysis of the characteristics of school well-being and school anxiety as the main indicators of academic adaptation of young adolescent schoolchildren with disabilities.Methodology and research methods. The authors used a questionnaire aimed at identifying the main demographic indicators; the Phillips test aimed at assessing the main indicators of school anxiety: general anxiety, social stress, frustration of success, fear of self-expression, fear of testing knowledge, fear of not meeting expectations, low resistance to stress, problems in relationships with teachers; original scales for assessing indicators of school well-being, including the areas of relationships with classmates and teachers, self-assessment of educational activities, educational motivation, self-regulation of emotional states. The use of the subject approach in the study allowed the authors to identify the subject (emotional-regulatory) factors of school well-being and to determine the ways of psychological support for the academic adaptation of adolescents with disabilities. The study involved 120 primary young adolescent schoolchildren (46.7% girls, 53.3% boys) enrolled in general education schools and in schools that offer adaptive learning programmes.Results. The authors found out that well-being indicators, which characterise interpersonal relationships, satisfaction with learning, and motivation for achievements, unpleasant physical sensations, are higher in adolescents with disabilities. The ability to be insistive and to have a differentiated attitude to lessons is an external negative motivation for learning in relatively healthy adolescents. Higher indicators of school anxiety of relatively healthy students reflect increased psychological tension in the conditions of general education schools and there is the need for special organisational and content changes in schools to create a real inclusive environment. The confirmatory model of school well-being indicators reflects three important aspects of it: “Self-organisation based on reflection”, “Ability to emotional self-regulation” and “Positive school motivation”.Practical significance of the current research lies in the possibility of using its results to optimise the process of academic adaptation of adolescents and to specify the principles of inclusive education in accordance with the specifics of adolescents’ school well-being and school anxiety.

Objectives As a voluntary behavior that benefits others, the prosocial behavior of young children is important in that it becomes an indicator of future social ability and adaptation(Ladd & Profilet, 1996). The purpose of this study was to investigate the effects of young children’s moral judgment, empathy, and self-regulation on their prosocial behavior. Methods This subjects were 114 3- to 5-year-old children at a preschool in Seoul. Moral judgment, empathy, and self-regulation were assessed by individual interview-type performance-based measures, and prosocial behavior was assessed by teacher ratings on a questionnaire. Descriptive statistical analysis was used to find out the general trend of research variables, and regression analysis was conducted to find out the effects of independent variables on prosocial behavior. Results Regarding the general trend of prosocial behavior and its predictors, prosocial behavior and moral judgment showed a high average score of more than 80% of the perfect score respectively. Empathy and self-regulation showed an average score of 76% and 61% of the perfect score, respectively. There were age differences in prosocial behavior and self-regulation. The regression model, which phased in age, empathy, self-regulation, and moral judgment, was found to have a significant effect on prosocial behavior. Looking at the effect of each independent variable, empathy had a significant effect on prosocial behavior. Self-regulation and moral judgment were not effective in prosocial behavior. Conclusions It has been verified that preschoolers’ maturing empathy abilities make it more likely that they will prosocially respond to the needs or suffering of others, so empathy becomes an essential element of social cognitive and emotional education aimed at altruistic human relationships. It was discussed and suggested for future research and educational approaches, including empathy oriented prosocial education programs.

The issue of preventing professional deformation of a teacher in an educational organization arouses a stable interest on the part of science and practice in the context of improving the quality of educational services provided to students in an educational organization. The professional deformation of the teacher is considered by us as accumulated changes in the qualities of the pedagogical worker under the influence of professional activity, social (external) and individual (internal) factors that negatively affect the quality of the labor functions of the subject of pedagogical labor, building a professional-personal life prospects, ways of self-improvement and self-realization. The study of scientific literature on the problem of research allowed us to meaningfully describe the prevention of professional deformation of a teacher in an educational organization as a process of appropriately designed measures aimed at minimizing the probability of distortion of the professional and personal profile of a pedagogical worker by updating the personal potential of a specialist and the resource opportunities of the environment (school, family, society) to optimize pedagogical work, create stress tolerance, improve the quality of life, achieve professional longevity of a teacher. We are justified ways (diagnostic, psychological and pedagogical, fascinating, vocational and amkmeological) of prevention of the teacher’s deformation, which allow to reduce negative factors leading to the manifestation of destructive changes in the teacher’s personality, were analyzed. We have identified organizational concentrators for preventing professional deformation of the teacher: a value-sense concentrate (activation of the value-sense position of timely stabilization of the professional functioning of the teacher in the present and future; developing confidence in the self-effectiveness and self-control of difficult situations; the implementation of external incentives for the formation of labor motivation; creation of a creative, psychological-safe atmosphere of professional achievements); informational and informative concentrate (expansion of the teacher’s awareness range about his own resources, as well as about the resources of the micro- and macrosocium in preventing professional deformation; accumulation of ideas about ways of professional self-development, self-improvement, stress resistance, self-preservation); A proactive concentrate (integrated use of externally defined and internally conditioned resources to address behavioural risk situations in education; mastering the ways of introspection, self-regulation of the emotional-will sphere; development of skills to build constructive professional communications; promoting the professional and personal growth of a teacher).

In today's world, women are increasingly taking the place of leaders, so they have to be active, focused, resistant to stress, have a high level of self-regulation, and be able to work in a team. So, we can see how women are sometimes forced to become leaders in difficult life circumstances. Due to persistence, self-education, determination, they work in leadership positions and demonstrate masculine personality traits. The study aimed to study the psychological characteristics of women scientists who hold high positions in educational establishments - vice-rector, dean, and department head. We hypothesized that the professional success of women scientists depends on the level of their potential leadership skills. The study involved 75 women from higher education institutions who successfully work as vice-rectors, deans, heads of departments. All of them have the degree of doctors of philosophy from various scientific fields and combined scientific activity with managerial activity. Analysis of the results of empirical research showed that a high level of leadership skills determines the professional success of 37% of women studied, but 63% of women scientists have other determinants of professional success. Differences in indicators were identified, and three groups of women were characterized depending on the level of development of their leadership abilities. In groups of women with a medium and low level of leadership skills, the main determinants of professional success are the focus on real-life circumstances, high level of development of stable emotional and volitional sphere, voluntary self-regulation, self-control in difficult situations, emotional stability. Women who have achieved professional success, not on the basis of potential leadership abilities, form a socially determined personal quality - forced leadership, which we tend to consider as a social psychological phenomenon, which is based on the ability to adapt to living conditions in situations requiring a person to choose against own individual psychological features, namely to become a leader, to cultivate the traits inherent in a true leader.