How are the kids doing? Children’s self-regulation, self-awareness and their well being

Amy Graham, Georgie Nutton

    Research output: Contribution to journalArticlepeer-review

    Abstract

    Traditionally, the marker of intelligence in a young child has been the speed of information retrieval. Now though, greater weight is placed upon a child's ability to hold a goal in mind and control their emotional responses. Social and emotional competence is linked with almost every possible child and educational outcome, and is broadly defined as an individual's effectiveness at managing his or her social and emotional experiences (Collie, Martin, Nassar, and Roberts, 2019; Denham, 2006). There is a strong evidence base that children who establish safe and secure relationships are more advanced in their social-emotional development, but such skills also facilitate interactions that support learning in other domains (O'Connor, Cloney, Kvalsvig, and Goldfeld, 2019).
    Original languageEnglish
    Pages (from-to)24-28
    Number of pages5
    JournalAustralian Educational Leader
    Volume43
    Issue number1
    Publication statusPublished - Jan 2021

    Fingerprint

    Dive into the research topics of 'How are the kids doing? Children’s self-regulation, self-awareness and their well being'. Together they form a unique fingerprint.

    Cite this