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Second Edition of Social-Emotional Development and Learning in Early Childhood...
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Second Edition of Social-Emotional Development and Learning in Early Childhood across Cultures

A special issue of Social Sciences (ISSN 2076-0760).

Deadline for manuscript submissions: closed (31 October 2024) | Viewed by 1556

Special Issue Editors

Prof. Dr. Yaoying Xu

E-Mail Website
Guest Editor
Department of Counseling and Special Education, Virginia Commonwealth University, 1015 West Main St., Richmond, VA 23284, USA
Interests: social interaction; peer tutoring; school readiness; English learners; language development
Special Issues, Collections and Topics in MDPI journals
Prof. Dr. Kathleen Moritz Rudasill

E-Mail Website
Guest Editor
College of Education and Human Sciences, Virginia Commonwealth University, 1015 West Main St., Richmond, VA 23284, USA
Interests: temperament; teacher-child relationships; classroom quality; classroom interactions; school belonging
Special Issues, Collections and Topics in MDPI journals
Dr. Chin-Chih Chen

E-Mail Website
Guest Editor
Department of Counseling and Special Education, Virginia Commonwealth University, 1015 West Main St., Richmond, VA 23284, USA
Interests: social-emotional development; problem behavior; classroom interactions; peer dynamics; context-based intervention; school adjustment
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

Early childhood is a critical period in the development of social-emotional skills. Young children’s social-emotional development relates to other developmental areas. As such, early childhood programs and interventions that emphasize or target children’s social and emotional learning are gaining attention in research and practice. However, children’s social-emotional development is not necessarily linear, and it is culturally relevant. Therefore, caution needs to be taken when a practice is considered evidence-based to avoid implicit bias towards a specific culture. This Special Issue is focused on the programs, interventions, strategies, and practices that demonstrate support for children’s social-emotional learning and development across the early childhood epoch (ages 0–8 years) within different cultural contexts. The impact of the pandemic on children’s social-emotional development is also addressed.

You may choose our Joint Special Issue in International Journal of Environmental Research and Public Health.

Prof. Dr. Yaoying Xu
Prof. Dr. Kathleen Moritz Rudasill
Dr. Chin-Chih Chen
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Social Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • social-emotional
  • early childhood
  • cultural relevance
  • cultural bias
  • evidence-based practices

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Published Papers (1 paper)

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Research

18 pages, 331 KiB  
Article
Parental Reactions to Children’s Negative Emotions in France and the United States: Links to Preschoolers’ Socioemotional Outcomes
by Kathryn Li, Claire Hofer, Aya I. Williams and Qing Zhou
Soc. Sci. 2025, 14(1), 5; https://doi.org/10.3390/socsci14010005 - 26 Dec 2024
Viewed by 1250
Abstract
Parental reactions to children’s negative emotions (PRCNEs), a type of emotion socialization, has been theorized to shape children’s socioemotional development. Few studies have examined cultural variations in PRCNE among Western/Minority World cultures. The present study used a cross-cultural, preschool-based sample of 101 parent–child [...] Read more.
Parental reactions to children’s negative emotions (PRCNEs), a type of emotion socialization, has been theorized to shape children’s socioemotional development. Few studies have examined cultural variations in PRCNE among Western/Minority World cultures. The present study used a cross-cultural, preschool-based sample of 101 parent–child dyads (child age = 36–79 months, 42% females; parent age = 19–58 years, 89% mothers) from two countries: U.S. (n = 33, 58% White/European American, 87% with college or above education) and France (n = 68, 61% French or other European origin, 40% with college or above education). Parents self-reported PRCNEs across 12 hypothetical scenarios. Children’s behavioral problems and prosocial behaviors were rated by parents and preschool teachers. Children’s emotion knowledge was measured by a behavioral task. We examined (1) cultural group variations in PRCNEs, and (2) the relations between PRCNE and children’s socioemotional outcomes. Controlling for demographics, French parents endorsed more non-supportive PRCNE than U.S. parents. Across both cultures, parents’ higher use of distress and punitive reactions were linked to lower parent-rated child prosocial behaviors. These findings revealed differences and similarities in PRCNEs between French and U.S. families and have implications for early childhood education practices promoting socioemotional competence. Full article
(This article belongs to the Special Issue Second Edition of Social-Emotional Development and Learning in Early Childhood across Cultures)
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