Promotion of Children's Social-Emotional Learning and Development
A special issue of International Journal of Environmental Research and Public Health (ISSN 1660-4601). This special issue belongs to the section "Children's Health".
Deadline for manuscript submissions: closed (30 September 2022) | Viewed by 19598
Special Issue Editors
Interests: stress activation; self-regulation; early education environment; intervention; pedagogical sensitivity; interaction
Interests: early childhood social-emotional learning and development; behavior problems; parenting
Interests: children; energy-balance related behaviours;overweight and obesity; diet; physical activity; screen time; sleep; socio-ecological approach; self regulation skills; psychosocial and physical environment; parenting practices
Special Issue Information
Dear Colleagues,
Health and wellbeing are the bases for learning and adaptation to multiple present-day demands. Health and wellbeing are partly shaped by energy-balance-related behaviors (EBRBs), such as food consumption, physical activity (PA), sedentary behavior, and sleep patterns. Evidence suggests that self-regulation (SR)—the ability to regulate stress-induced behavior during emotionally loaded moments—is linked to EBRB well. In addition, SR is linked to behavior needed in learning throughout life. Genetically programmed development of SR skills is closely intertwined in environmental inputs. Social environment in particular molds behavior toward increasing the ability to monitor and manage emotions during a diversity of stressors.
The purpose of the current Special Issue is to increase knowledge about interconnections between EBRBs and SR and to share evidence on environments that boost or jeopardize the development of EBRB and SR abilities. In an optimal environment, responsible adults can recognize children´s emotional messages and respond to signs of emotional overload adequately. Numerous interventions promoting healthy EBRBs among children have been reported, but only lately have studies proposed that interventions should focus on simultaneous strengthening of children’s self-regulation skills.
Prof. Dr. Nina Sajaniemi
Dr. Maryam Zarra-Nezhad
Dr. Carola Ray
Guest Editors
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Keywords
- stress activation
- self-regulation
- socioemotional learning
- wellbeing
- health
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