SOCIO-EMOTIONAL DEVELOPMENT OF THE KINDERGARTEN PUPIL: THE ROLE OF ASSESSMENT IN THE KUMASI METROPOLIS, GHANA

Samuel Oppong Frimpong, Dorigen Osei

Abstract


Socio-emotional development which includes a broad range of mental, behavioural, and self-control skills is used in social interactions to achieve social and emotional goals and adjustment. A well assessed socio-emotional development, through social skills, empathy skills and relationship skills, could help reform and guide against pupils mental, behavioural, and self-control skills and vice versa. This prompted the researchers to examine the influence of social skills, empathy skills and relationship skills on socio-emotional development of children in selected early childhood centres in the Kumasi Metropolis. The study was nested in quantitative design using Multiple Linear Regression Model. A sample of 242 kindergarten teachers from 149 early childhood centres in the Kumasi Metropolis were selected with the help of table of random numbers. The study established a strong and positive influence of assessment in the form of social skills, empathy skills and relationship skills on the socio-emotional development of the children in the selected centres. It is recommended that effective and regular in-service should be organized for kindergarten teachers in Ghanaian early childhood centres to expose to them to the need for sound assessment practices in the development of socio emotional skills of their learners. Teachers can influence the socio emotional development of their learners. They should therefore be mindful of their behaviours in the classroom and model a good behaviour for their learners to emulate.

Article visualizations:

Hit counter


Keywords


socio-emotional development, social skills, empathy skills, relationship skills, children, assessment

Full Text:

PDF

References


Abosalem, Y. (2016). Assessment techniques and students’ higher-order thinking skills. International Journal of Secondary Education, 4(1), 1.

Abrahams, L., Pancorbo, G., Primi, R., Santos, D., Kyllonen, P., John, O. P., & De Fruyt, F. (2019). Social-emotional skill assessment in children and adolescents: Advances and challenges in personality, clinical, and educational contexts. Psychological Assessment, 31(4), 460.

Adu-Mensah, J. (2018). Attitude of basic schoolteachers toward grading practices: Developing a standardised instrument. International Journal of Social Sciences & Educational Studies, 5(1), 52.

Almond, R. G., Mislevy, R. J., Steinberg, L. S., Yan, D., & Williamson, D. M. (2015). Bayesian networks in educational assessment. Springer.

Alwaely, S. A., Yousif, N. B. A., & Mikhaylov, A. (2020). Emotional development in preschoolers and socialization. Early child development and care, 1-10.

Amedahe, F. K. (2000). Continuous assessment. Unpublished paper, University of Cape Coast, Ghana.

Bailey, A. L. (2017). Theoretical and developmental issues to consider in the assessment of young learners’ English language proficiency. English language proficiency assessments for young learners, 25-40.

Brown, C. P., & Barry, D. P. (2019). Public policy and early childhood curriculum in the United States. Curriculum in Early Childhood Education: Re-examined, rediscovered, and renewed, 17-33.

Creswell, J. W., & Clark, V. L. P. (2017). Designing and conducting mixed methods research. Sage publications.

Darling-Churchill, K., & Lippman, L. (2016). Early childhood social and emotional development: Advancing the field of measurement. Journal of Applied Developmental Psychology, 45, 1–7.

Durlak, J. A. (2015). Handbook of social and emotional learning (Ed.): Research and practice. Guilford Publications

Feilzer, Y. M. (2010). Doing mixed methods research pragmatically: Implications for the rediscovery of pragmatism as a research paradigm. Journal of mixed methods research, 4(1), 6-16.

Garbarino, J. (2017). Children and families in the social environment. Transaction Publishers.

Garner, M., Wagner, C., & Kawulich, B. (2016). Quantitative or qualitative: Ontological and epistemological choices in research methods curricula. In Teaching research methods in the social sciences (pp. 81-90). Routledge.

Ghana Statistical Service. (2018). The composite budget of the Kumasi Metropolitan Assembly for the 2018 fiscal year. Kumasi-Ghana.

Halle, T. G., & Darling-Churchill, K. E. (2016). Review of measures of social and emotional development. Journal of Applied Developmental Psychology, 45, 8-18.

Haslett, B. B., & Samter, W. (2020). Children communicating: The first 5 years. Routledge.

Hayes, N., O'Toole, L., & Halpenny, A. M. (2017). Introducing Bronfenbrenner: A guide for practitioners and students in early years education. Taylor & Francis.

Herppich, S., Praetorius, A. K., Förster, N., Glogger-Frey, I., Karst, K., Leutner, D., ... & Hetmanek, A. (2018). Teachers' assessment competence: Integrating knowledge-, process-, and product-oriented approaches into a competence-oriented conceptual model. Teaching and Teacher Education, 76, 181-193.

Hines, J. I. (2019). Teachers' Perceptions of Beliefs and Interactions Supporting Children's Social and Emotional Development (Doctoral dissertation, College of Saint Mary).

Huang, J., & He, Z. (2016). Exploring assessment literacy. Higher Education of Social Science, 11(2), 18-27.

Jung, E., & Lee, S. (2019). A Qualitative Study on the Empathy of Infants in a One-year-old Classroom. Korean Journal of Childcare and Education, 15(5), 1-22.

Keller, H. (2018). Parenting and socioemotional development in infancy and early childhood. Developmental Review, 50, 31-41.

Luhrmann, T. M., Padmavati, R., Tharoor, H., & Osei, A. (2015). Differences in voice-hearing experiences of people with psychosis in the USA, India and Ghana: interview-based study. The British Journal of Psychiatry, 206(1), 41-44.

Mantur, M. K., & Itagi, S. (2019). Examine the socio-emotional behaviour among monozygotic and dizygotic twins. Journal of Pharmacognosy and Phytochemistry, 8(4), 2080-2084.

Mayer, J. D., Caruso, D. R., & Salovey, P. (2016). The ability model of emotional intelligence: Principles and updates. Emotion review, 8(4), 290-300.

McKown, C. (2017). Social-emotional assessment, performance, and standards. The Future of Children, 157-178.

Morris, A. S., Cui, L., Criss, M. M., & Simmons, W. K. (2018). Emotion Regulation Dynamics During Parent–Child Interactions. Emotion regulation: A matter of time.

Moss, C. M., & Brookhart, S. M. (2019). Advancing formative assessment in every classroom: A guide for instructional leaders. ASCD.

Oppong Frimpong, S. (2019). The Classroom Physical Environment as a “Third Teacher” For an Early Childhood Education Provision in the Ga-West Municipality of Ghana. PEOPLE: International Journal of Social Sciences, 4(3), 1339-1360

Rahi, S. (2017). Research design and methods: A systematic review of research paradigms, sampling issues and instruments development. International Journal of Economics & Management Sciences, 6(2), 1-5.

Sessa, V. I., & London, M. (2015). Continuous learning in organizations: Individual, group, and organizational perspectives. Psychology Press.

Tamakloe, E. K., Amedahe, F. K., & Atta, E. T. (2005). Principles and methods of teaching. Accra Ghana: Ghana University Press.

Tandel, R. L. (2019). Social Intelligence for Early Childhood Care and Development. Journal of the Gujarat Research Society, 21(13), 977-983.

U. S. Department of Health and Human Services, (2015). Information memorandum: State policies to promote social-emotional and behavioral health of young children in childcare settings in partnership with families. Retrieved from Administration for Children and Families, Office of Child Care. Retrieved from http://www.acf.hhs.gov/reports#block-acf-theme-featured-data-reports

Weissberg, R., Durlak, J. A., Domitrovich, C. E., Gullotta, T. P. (2015). Social and emotional learning: Past, present, and future. Handbook of Social and Emotional Learning: Research and Practice, Guilford Press, New York, pp. 3-19.

Wilkinson, J. E., & Kao, C. P. (2019). Aspects of socio-emotional learning in Taiwan’s pre-schools: an exploratory study of teachers’ perspectives. International Journal of Child Care and Education Policy, 13(1), 1.

Winter, M. A. (2015). Representation in the classroom: The effect of own-race teachers on student achievement. Economics of Education Review, 45, 44-52.

Yin, R. K. (2015). Qualitative research from start to finish. Guilford publications.




DOI: http://dx.doi.org/10.46827/ejae.v5i2.3506

Refbacks

  • There are currently no refbacks.


Copyright © 2015 - 2018. European Journal of Alternative Education Studies (ISSN 2501-5915) is a registered trademark of Open Access Publishing GroupAll rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms.

All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).