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Promoting well-being, social-emotional development and executive functioning in early childhood classrooms
Thu, April 8, 2:45 to 4:15pm EDT (2:45 to 4:15pm EDT), VirtualSession Type: Flash Talk Session
Abstract
The flash talks presented in this symposium emphasize both student and teacher engagement within the classroom with a direct focus on cognitive, social and behavioral outcomes. Flash talks include a cross-cultural perspective on teacher well-being; investigating the role of interventions, including mindfulness, self-regulation, and physical activity on child social and cognitive outcomes in preschool and early elementary school; and the impact of executive functioning on school readiness. Together these presentations provide the audience with the opportunity to consider different mechanisms by which social and emotional development and executive functioning may be enhanced in classrooms, particularly in preschool and in the early elementary grades.
Sub Unit
Individual Presentations
Early Childhood Teachers’ Psychological Well-being and Responsiveness towards Children: A U.S.-Korea Cross-Cultural Comparison - Presenting Author: Sooyeon Byun, University of Virginia - Charlottesville; Non-Presenting Author: Xiangyu Zhao, Johns Hopkins University; Non-Presenting Author: Lieny Jeon, University of Virginia - Charlottesville; Non-Presenting Author: Cynthia K. Buettner, Ohio State University; Non-Presenting Author: Shun Ah Chung, Sookmyung Women's University
The Impact of Mindfulness-based Programming on Young Children’s Cognitive and Academic Skills - Presenting Author: Kathy R. Phillippi-Immel, University of Wisconsin - Oshkosh, Fox Cities Campus; Non-Presenting Author: Beth A. Haines, Lawrence University; Non-Presenting Author: Annika Lund, Lawrence University; Non-Presenting Author: John M Berg, Lawrence University
Impact of Mindfulness Training on Preschoolers Social-Emotional Skills: A Successful Train the Teachers Model - Presenting Author: Beth A. Haines, Lawrence University; Non-Presenting Author: Kathy R. Phillippi-Immel, University of Wisconsin - Oshkosh, Fox Cities Campus; Non-Presenting Author: Erin Ijzer, Lawrence University; Non-Presenting Author: Nupur Vaghasia, Lawrence University; Non-Presenting Author: Olivia DeBruin, Lawrence University; Non-Presenting Author: Passion Freeman, Lawrence University
Children’s Task Engagement in Early Childhood: A Systematic Review - Presenting Author: Feihong Wang, University of Florida; Non-Presenting Author: Patricia Ann Snyder, University of Florida; Non-Presenting Author: Hanxiao Jiang, University of Florida
Staying Active Makes Children Less Reactive: Associations Among Physical Activity, Screentime, Challenging Behavior, and Numeracy - Presenting Author: Amanda L. McGowan, Concordia University; Non-Presenting Author: Hope K Gerde, Michigan State University; Non-Presenting Author: Matthew B Pontifex, Michigan State University
Examining the Effectiveness of a Self-Regulation Intervention in Classroom and Home Settings - Presenting Author: Megan M McClelland, Oregon State University - Corvallis; Non-Presenting Author: Jill Shinderman, Barclay Square Media, Barclay Square Books; Non-Presenting Author: Shauna L Tominey, Oregon State University - Corvallis
The Acquisition of Academic and Executive Functioning Skills During Early Elementary School - Presenting Author: Tiffany Jamie Foster, Ohio State University; Non-Presenting Author: Kylie Garber, Society for Research in Child Development (SRCD); Non-Presenting Author: Margaret Burchinal, University of Virginia - Charlottesville
Executive Functioning Predicts School Readiness for Monolinguals but not Bilinguals: The Role of Metalinguistic Awareness - Presenting Author: Vanessa Diaz, Virginia Polytechnic Institute and State University; Non-Presenting Author: Kelly Elizabeth Runyon, Virginia Polytechnic Institute and State University; Non-Presenting Author: Su A Kim, Virginia Tech