Addressing the affective domain: What neuroscience says about social/emotional development in early childhood

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Abstract

Research in neurobiology clarifies the extent to which the interaction between genetics and early experience shapes brain architecture that impacts mental health. The affective domain and emotional development often receive less recognition as a core capacity emerging during early childhood than the cognitive domain. However, the foundations for social competence are developed from early childhood experiences linked to a child’s emotional relationships with caregivers. A review of the neuroscience literature provides a consensus of what a young child needs ...

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12 Steps Toward Positive Child Guidance

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Teachers can apply 12 levels of intervention that effectively address disruptive behavior in a way that leads to eventual extinction of the behavior, while supporting social, emotional, and cognitive development.  When implemented correctly these 12 levels of intervention foster the development of self-control.  Being unwaveringly consistent with interventions, from the first day of class to the last, is crucial.

Always start with the level one intervention first.  When the desired change is not achieved at a lower level, add on the ...

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Exploring Emotional Intelligence: Helping children to express their feelings through positive child guidance

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Being emotionally capable of using words to express feelings is critical to becoming socially competent. A commonly held belief is that children in modern society are more emotionally stressed than at any other time in history. It appears that the lack of ”emotional intelligence” prevalent in today’s children, could be interfering with their ability to pursue healthy inter- personal relationships.

Exploring emotional intelligence

Emotional intelligence is defined as the intelligent use of one’s emotions. It is the intentional act of using emotions ...

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