International Journal of Developmental Science - Volume 17, issue 4

Authors: Scheithauer, Herbert

Article Type: Editorial

DOI: 10.3233/DEV-240361

Citation: International Journal of Developmental Science, vol. 17, no. 4, pp. 111-112, 2024

Authors: Zarra-Nezhad, Maryam | Suhonen, Katja | Sajaniemi, Nina

Article Type: Research Article

Abstract: Early childhood forms the fundamental basis for developing various social-emotional skills and represents a unique opportunity to lay the foundation for healthy development. Insensitive learning environments in early childhood may lead to social-emotional difficulties, increasing the risk of developing severe behavioral problems. However, professional development (PD) opportunities that support early childhood education professionals’ (ECEPs) knowledge and skills to promote young children’s social and emotional development are scarce. In Finland, notably, the increasing need to enhance competence through further training has been widely recognized. Therefore, this study introduced the POMPedaSens program in early childhood education and care (ECEC) in Finland. The …program aims to promote children’s social-emotional learning (SEL) by supporting ECEPs’ engagement and emotional availability. As a universal intervention program, POMPedaSens includes all children in ECEC regardless of risk factors. The present study included 200 children (MAGE  = 72.27 months, SD = 5.48; 53% girls) and 62 ECEPs (MAGE  = 43.82 years, SD = 11.71; 95% female). ECEPs received the intervention training to implement the curriculum in their everyday daycare routine. The present study describes the program design, implementation, and results from a preliminary evaluation of the social validity of the POMPedaSens program, measured by the ECEPs’ satisfaction with the program. The results of the social validity evaluation suggested high teachers’ satisfaction and improved children’s SEL. These findings prove that the program may effectively build ECEPs’ capacity to promote children’s SEL. Show more

Keywords: Universal preventive intervention program, early childhood, professional development, social-emotional learning

DOI: 10.3233/DEV-220332

Citation: International Journal of Developmental Science, vol. 17, no. 4, pp. 113-125, 2024

Authors: Lee, HeeSoon | Ludy, Mary-Jon | Lim, Sooyeon | Koh, Eunyoung

Article Type: Research Article

Abstract: A successful transition into adulthood is marked by occupational identity. From the developmental perspective, it is vital to examine the occupational perceptions of college students who grew up in distinct social and psychological environments from previous generations. To bridge the research gap, this study is to examine college students’ subjective occupational perceptions and the psychosocial factors impacting their views on occupational identity. Fifty college students sorted 72 Q statements about their viewpoints on occupations. Findings revealed four viewpoints on the occupational perceptions with the highly work-engaged; money-minded; intrinsic motivation for career choice; and parent-child conflict. A person-centered counseling approach for …individuals experiencing financial difficulties and/or parental conflict could enhance a sense of achievement and occupational identity. Considering delayed developmental tasks and uncertainties about their future career, along with their internal motivation and external conditions, comprehensive educational programs would be beneficial in exploring diverse career choices. Show more

Keywords: Subjectivity, Q methodology, occupational perception, work value, identity, college students

DOI: 10.3233/DEV-230355

Citation: International Journal of Developmental Science, vol. 17, no. 4, pp. 127-140, 2024

Authors: Purdy, Noel | Scheithauer, Herbert | Harris, Jonathan | Willems, Roy A. | Mameli, Consuelo | Guarini, Annalisa | Brighi, Antonella | Menin, Damiano | Culbert, Catherine | Hamilton, Jayne | Völlink, Trijntje | Ballentine, Mark | Fiedler, Nora | Smith, Peter K.

Article Type: Research Article

Abstract: This original paper, based on data from the Erasmus+Blurred Lives Project, presents a new multi-dimensional categorisation model to describe negative online experiences, including forms of cyberbullying, based on a study of internet usage among over N = 2,500 adolescents with lower socio-economic status (SES) backgrounds across five European countries. The paper first sets out the rationale for the development of a new coding system, before describing the current study and nature of the survey data collected. There follows a description of the development of the new system and the series of reliability checks undertaken by the research team (N= 11, …from 5 countries) and of the refinements made to the categories and codes. The resulting coding system is presented with consideration of the strengths and limitations, and description of two early pilot studies which have successfully adopted the new system. Show more

Keywords: Negative online experiences, cyberbullying, multi-dimensional approach, categorisation, coding system, low socioeconomic status

DOI: 10.3233/DEV-240360

Citation: International Journal of Developmental Science, vol. 17, no. 4, pp. 141-155, 2024

Article Type: Other

DOI: 10.3233/DEV-231541

Citation: International Journal of Developmental Science, vol. 17, no. 4, pp. 157-157, 2024