Thirty-Two. Intervening in Childhood Social Development

  1. Peter K. Smith3 and
  2. Craig H. Hart4
  1. Mary Ellen Voegler-Lee1 and
  2. Janis B. Kupersmidt2

Published Online: 22 FEB 2011

DOI: 10.1002/9781444390933.ch32

The Wiley-Blackwell Handbook of Childhood Social Development, Second Edition

The Wiley-Blackwell Handbook of Childhood Social Development, Second Edition

How to Cite

Voegler-Lee, M. E. and Kupersmidt, J. B. (2010) Intervening in Childhood Social Development, in The Wiley-Blackwell Handbook of Childhood Social Development, Second Edition (eds P. K. Smith and C. H. Hart), Wiley-Blackwell, Oxford, UK. doi: 10.1002/9781444390933.ch32

Editor Information

  1. 3

    Goldsmiths, University of London, London, England

  2. 4

    Brigham Young University, Provo, UT, USA

Author Information

  1. 1

    University of North Carolina at Chapel Hill, Chapel Hill, NC, USA

  2. 2

    University of North Carolina at Chapel Hill and Innovation, Research and Training, Chapel Hill, NC, USA

Publication History

  1. Published Online: 22 FEB 2011
  2. Published Print: 3 DEC 2010

ISBN Information

Print ISBN: 9781405196796

Online ISBN: 9781444390933

SEARCH

Keywords:

  • Intervening in Social Development;
  • Intervening in Childhood Social Development;
  • Social - emotional interventions are designed to foster the development of skills that are considered essential for children's social and emotional development;
  • Self - awareness in preschoolers includes recognizing one's own basic emotions, such as being happy, sad, and angry;
  • Characteristics of Effective Intervention Programs;
  • Teaching Social and Emotional Skills to Children;
  • social - emotional skills - based curricula have in common the use of a combination of pedagogical strategies for introducing and practicing skills with children;
  • Problem solving involves being able to identify the presence of a problem and then generate one or more effective solutions to resolve it;
  • teacher's role in facilitating children's social and emotional functioning is multifaceted;
  • teacher training is the use of proactive teaching strategies

Summary

This chapter contains sections titled:

  • What Is Social-Emotional Development?

  • Why Is Social-Emotional Development Important?

  • Why Is Early Social-Emotional Learning Important?

  • What are the Characteristics of Effective Intervention Programs?

  • How Do We Teach Social and Emotional Skills to Children?

  • How Do Curricula Provide Direct Instruction to Children?

  • How Do We Train Teachers to Facilitate Children's Social and Emotional Development?

  • What Content Is Commonly Included in Teacher Training?

  • How Do Social and Emotional Interventions Involve Parents?

  • What Factors Contribute to Successful Outcomes in Implementation of These Programs?

  • Environmental Factors

  • Teacher Factors

  • Child Factors

  • Summary and Future Directions

  • Acknowledgments

  • References