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One: Young Children's Emotional Development Critical for School Success
There is currently pressure at the national level to make sure that all children learn to read, as early as possible. However, pushing an academic curriculum down into early childhood programs may not be the answer. In order to promote literacy, early educational programs must address the needs of the whole child, including emotional development and health. A recent report from the Society for Research in Child Development highlighted how crucial a young child's healthy emotional development is for later school success. Over the last twenty years, a wealth of studies has clearly demonstrated that children's emotional and social skills are linked to their school achievement. Children who have difficulty paying attention, following directions, getting along with others, and controlling negative emotions of anger and distress are less likely to do well in school. Aggressive young children who are rejected by their classmates in the first years of schooling are at an elevated risk for poor academic achievement, greater likelihood of grade retention, greater likelihood of dropping out of school, and greater risk of delinquency and committing juvenile offenses in adolescence. There are a number of approaches that could be used to help children develop emotional competence and avoid emotional difficulties. Interventions that help children think about emotions and social situations can be implemented in school-age classrooms. Some examples of classroom intervention strategies include modeling behaviors, role-playing, and group discussions to teach children how to identify and label feelings, appropriately communicate their emotions, and resolve disputes or conflicts. This type of intervention can be offered to a large number of children for a relatively low cost, and may have a modest impact on children's social and emotional behavior. However, this type of intervention is unlikely to work for children who face the greatest emotional hurdles. Children at a higher risk for emotional problems are more likely to benefit from "multi-pronged" interventions that include classroom-based social skills training, as well as parent and teacher training. Recent research suggests that early educational settings may be an appropriate place to implement teacher and parent training programs that specifically target children's emotional and behavioral adjustment. According to the report, one program — called "The Incredible Years" — that offered comprehensive training to Head Start parents, teachers, and children over a twelve week period led to significant improvements in teachers' use of more positive classroom management practices, improved classroom climate, and less disruptive behavior on the part of the children. In addition, the program has led to improvements in skills related to the children's school readiness, such as greater engagement and more self-reliance in the classroom. Researchers believe that this type of program is particularly successful because it targets young children's emotional and behavioral adjustment in both the school and home environments. Policymakers at the federal, state, and local levels should capitalize on the current support for young children's school readiness by making a range of investments in their emotional adjustment as well as their academic skills. Recent interventions have shown that children's emotional and behavioral difficulties are amenable to change. Intervention efforts that address both home and school environments significantly reduce children's chances for negative behavior and improve their chances for later school success. Policymakers should consider targeting young children's emotional adjustment prior to school entry in settings such as Head Start and child care, as well as in the first years of school. While for most children even minor interventions can promote the healthy emotional development that fosters later academic success, the report's author warns that it may be unreasonable to expect long-term emotional and behavioral gains in children if their families continue to experience chronic, structural stressors that impact the children's emotional health. A short-term program lasting a year or less can not "inoculate" a child from the potential negative outcomes associated with poverty, inadequate housing, and violent surroundings. This means that policymakers and the public may need to lower their expectations of emotionally-oriented interventions, unless these interventions are paired with interventions that impact families' economic security or are integrated into a system of supports that span a child's development into adulthood. In addition, it is important to remember that structural interventions, such as improvements in family income, neighborhood safety, and residential stability may have important and significant effects on the emotional and behavioral well-being of children. Source:
For
more information: Facts in Action, October 2002 |
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