International Journal of Developmental Science - Volume 16, issue 3-4

Authors: Scheithauer, Herbert

Article Type: Editorial

DOI: 10.3233/DEV-220350

Citation: International Journal of Developmental Science, vol. 16, no. 3-4, pp. 53-53, 2022

Authors: Scheithauer, Herbert | Scheer, Heidi

Article Type: Editorial

Abstract: This thematic section editorial gives an overview of the three related articles introducing the programs Papilio-3to6, Papilio-U3, and Papilio-6to9. The essential, connecting elements are presented (developmentally appropriate prevention, social-emotional learning [SEL], and developmentally appropriate practice) and the relation between the three programs is explained in the context of an overarching educational approach from 0 to 9 to early childhood education and care (ECEC).

Keywords: Papilio, ECEC, developmentally appropriate prevention, social-emotional learning, developmentally appropriate practice

DOI: 10.3233/DEV-220337

Citation: International Journal of Developmental Science, vol. 16, no. 3-4, pp. 57-62, 2022

Authors: Ortelbach, Niklas | Bovenschen, Ina | Gerlach, Jennifer | Peter, Charlotte | Scheithauer, Herbert

Article Type: Research Article

Abstract: Due to an increasing number of children under the age of three attending early childhood education and care (ECEC), there is an increasing need for high-quality care settings. In addition to primary caregivers, ECEC teachers are important socializers of children’s emotional development and may become children’s attachment figures. Early preventive interventions bear the potential to reduce the risk for later maladaptive development in the social-emotional domain. The first objective of the present article is to introduce the Papilio-U3 program, a universal preventive intervention program to foster positive and sensitive teacher-child interactions, to foster children’s early social-emotional competence and secure child-teacher …attachment relationships in ECEC, and to prevent children’s emotional and behavioral problems. Furthermore, we report the design and first results of the formative evaluation derived from the pilot evaluation study. The program was developed according to the Intervention Mapping Approach, and the present article describes the planning process comprising a needs assessment and description of the intervention context, the derivation of the logic model of change, a detailed account of the program design, production, implementation, and an overview of the program evaluation study (multi-centric, randomized-controlled trial). The total sample of the evaluation study comprised 125 teachers (age M= 34.0, SD = 10.1, 98.4 % female) from 55 ECEC centers. For the formative evaluation, teachers of the intervention group (n = 61) reported on training content, methods, material, organizational conditions, and potential challenges in the course of program implementation. Finally,we provide directions to revise the program and to guide future implementation of preventive intervention programs in the ECEC context. Show more

Keywords: Early social-emotional development, attachment, early childhood education and care, developmentally appropriate prevention, intervention mapping approach

DOI: 10.3233/DEV-220336

Citation: International Journal of Developmental Science, vol. 16, no. 3-4, pp. 63-79, 2022

Authors: Scheithauer, Herbert | Hess, Markus | Zarra-Nezhad, Maryam | Peter, Charlotte | Wölfer, Ralf

Article Type: Research Article

Abstract: The development of social-emotional skills is crucial in early childhood. Behavior problems in early childhood are risk factors for difficulties throughout childhood and adolescence and beyond. Considering the importance of developing social and emotional skills during early childhood, this study introduced the Papilio-3to6 program into everyday early childhood education and care (ECEC) in Germany. The program combines measures of developmentally appropriate practice and measures of social-emotional learning with strategies of developmentally appropriate prevention of behavioral and emotional problems. The underlying theory, the components of the program, evaluation results, dissemination, and implementation into ECEC center in Germany are described. A total …of 627 children (M AGE  = 56.77 months at pretest; 49% girls) from 50 ECEC center groups participated in an effectiveness, randomized controlled trial. At the pre- and posttest, teachers completed questionnaires related to children’s behaviors. Teachers completed questionnaires measuring their levels of job satisfaction, self-efficacy (control variables) and program implementation. A multivariate-multi-level-analysis revealed that children in the intervention groups, compared to the control groups, showed a significant decrease in their hyperactivity/inattention symptoms, as well as emotional, peer relationship problems, and conduct problems. The results also showed a significant increase in children’s prosocial behavior. Teachers’ job satisfaction and self-efficacy had no influence on the effectiveness of the program. Results supported treatment fidelity and usability. Show more

Keywords: Early childhood education and care, developmentally appropriate prevention, preventive intervention, social-emotional skills, behavior and emotional problems

DOI: 10.3233/DEV-220331

Citation: International Journal of Developmental Science, vol. 16, no. 3-4, pp. 81-97, 2022

Authors: Lechner, Viola | Ortelbach, Niklas | Peter, Charlotte | Scheithauer, Herbert

Article Type: Research Article

Abstract: Children face increased demands for interpersonal as well as learning-related social skills, especially by the vulnerable stage of school entry, due to the more structured setting, new academic requirements, and the fact that children are supposed to interact successfully within a larger and heterogeneous peer group. Although a plethora of social-emotional learning (SEL) programs for elementary school students have been developed, there is a lack of empirically evaluated programs suitable for implementation in field-based settings, especially in Germany. The universal-selective, school-based prevention program Papilio-6to9 aims at facilitating the transition from preschool to elementary school, improving social-emotional competences, and preventing behavior …and emotional problems. As a universal-selective prevention program, Papilio-6to9 includes all children in elementary school classes regardless of risk factors (universal prevention) whereby also children with risk factors are targeted without being stigmatised (selective prevention). The program targets elementary school children aged about six to nine and their teachers who receive a three-day training followed by two collegial supervisions to implement the program in and during regular school classes. Papilio-6to9 is part of an approach combining findings from developmentally appropriate practice, positive psychology, social-emotional learning, and developmentally appropriate prevention, and aligns with the early childhood education and care (ECEC) Show more

DOI: 10.3233/DEV-220335

Citation: International Journal of Developmental Science, vol. 16, no. 3-4, pp. 99-118, 2022

Authors: Planert, Jari | Krakowczyk, Julia B. | Godor, Brian P. | Van der Hallen, Ruth

Article Type: Research Article

Abstract: When considering developmental psychology three concepts stand out; (1) resilience: the resistance to stress, (2) coping: the strategies used to reduce stress, and (3) sense of belonging: the connectedness towards peers. Although all three concepts are important for a child’s development, the academic literature lacks research on the interrelations and interplay between them. This study employed network analysis to investigate the interplay between resilience, coping, and sense of belonging in children. Three hundred and seventy-three children (aged 10-12; 51% boys, 49% girls) completed a pen-and-paper survey including the Resiliency Scales for Children and Adolescents (RSCA), Coping Orientation to Problems Experienced …(Brief-COPE), and PISA sense of belonging scale. Results revealed resilience to be associated with both coping and sense of belonging, yet weaker associations emerged between coping and sense of belonging. Three striking node patterns of high interconnectedness were revealed that further deepen our understanding of the interplay between these concepts. Implications for research and practice and limitations of the current study are discussed. Show more

Keywords: Resilience, coping, sense of belonging, network analysis, primary school

DOI: 10.3233/DEV-221324

Citation: International Journal of Developmental Science, vol. 16, no. 3-4, pp. 121-131, 2022

Article Type: Other

DOI: 10.3233/DEV-220352

Citation: International Journal of Developmental Science, vol. 16, no. 3-4, pp. 135-135, 2022