Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Socioemotional Development during Infancy01:30

Socioemotional Development during Infancy

174
Socio-emotional development in infancy is primarily shaped by early emotional responses and social connections, with temperament playing a central role. Temperament refers to the consistent patterns in an individual's emotional and behavioral responses, observable even in infancy. By examining temperament, researchers can better understand an infant's unique ways of interacting with the world, influencing subsequent personality and socio-emotional growth.
Primary Temperament Types
174
Relationship with Other Adult Family Members and Siblings01:29

Relationship with Other Adult Family Members and Siblings

14
Other adult family members and siblings play a crucial role in shaping children’s social and emotional development. While parents or primary caregivers are often the central figures in early attachment and socialization, other adults in a child’s life, such as grandparents, aunts, and uncles, can significantly influence developmental outcomes. These influences depend on each adult’s personality and may help compensate when a primary caregiver is emotionally distant or...
14
Role of Emotions in Social Life01:01

Role of Emotions in Social Life

34
Emotions play a fundamental role in shaping human experience and interactions. The absence of emotions would render life incomplete and fail to capture the essence of human nature. In social psychology, feelings and moods have been extensively studied due to their profound impact on social life and interpersonal relationships. These affective states influence decision-making, behavior, and social perceptions, making them integral to understanding human interactions.Emotions and Social...
34
Socioemotional Experience and Gender Development01:30

Socioemotional Experience and Gender Development

91
Social-emotional experiences and cultural influences play significant roles in shaping gender development. During middle childhood, from ages 6 to 11, peer groups become dominant in reinforcing gender norms. Children in this age group often align with same-gender peer groups, which actively encourage behaviors that conform to traditional gender roles. For instance, boys may be discouraged from engaging in activities perceived as feminine, reinforcing culturally dictated norms about masculinity...
91
Autism Spectrum Disorder01:19

Autism Spectrum Disorder

461
Autism spectrum disorder (ASD) is a neurodevelopmental condition marked by persistent deficits in social communication and interaction alongside restrictive and repetitive behaviors or interests. ASD is sometimes accompanied by intellectual impairment.
These core symptoms manifest differently among individuals, ranging from mild to severe. The disorder's complexity extends beyond its clinical presentation, encompassing a diverse range of biological, cognitive, and sociocultural influences.
461
Social Foundations of Self II: The Generalized Other01:20

Social Foundations of Self II: The Generalized Other

16
According to George Herbert Mead, as children progress beyond the game stage, they develop a more comprehensive understanding of societal rules and norms. This cognitive and social development enables them to internalize the expectations of the broader community, refining their ability to regulate behavior.Consistent participation in organized activities is crucial in helping children recognize that their actions are not isolated but contribute to a more significant, interconnected group...
16

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

PREFACE.

Research quarterly for exercise and sport·2026
Same author

PREFACE.

Research quarterly for exercise and sport·2025
Same author

Children's Physical Activity Levels Following Participation in a Classroom-Based Physical Activity Curriculum.

Children (Basel, Switzerland)·2019
Same journal

Response to Letter to the Editor, Re: Student Differences in a Social-Emotional Learning Program: Engagement and Individual Factors.

The Journal of school health·2026
Same journal

Re: Student Differences in a Social-Emotional Learning Program: Engagement and Individual Factors.

The Journal of school health·2026
Same journal

Understanding Multi-Victimization: Identifying Socioecological Supports Among Adolescents.

The Journal of school health·2026
Same journal

Journal of School Health Transition and Research Priorities for 2026-2029.

The Journal of school health·2026
Same journal

Student and Teacher Attitudes Toward a School-Based Firearm Injury Prevention Presentation in Washington State.

The Journal of school health·2026
Same journal

Sense of School Belonging and School Reintegration for Students Hospitalized With Chronic or Complex Medical Diseases: Insights From a Grounded Theory Study.

The Journal of school health·2026
See all related articles

Related Experiment Video

Updated: Oct 1, 2025

Psychophysiological Assessment of the Effectiveness of Emotion Regulation Strategies in Childhood
08:09

Psychophysiological Assessment of the Effectiveness of Emotion Regulation Strategies in Childhood

Published on: February 11, 2017

11.6K

Before-School Physical Activity Program's Impact on Social and Emotional Learning.

Tan Leng Goh1, Chee Hoi Leong1, Marybeth Fede2

  • 1Department of Physical Education and Human Performance, Central Connecticut State University, 1615 Stanley Street, New Britain, CT, 06050, USA.

The Journal of School Health
|March 5, 2022
PubMed
Summary
This summary is machine-generated.

Participating in a before-school physical activity program improved social and emotional learning (SEL) for fourth and sixth graders. This highlights the potential of physical activity to boost children's emotional well-being.

Keywords:
elementary schoolmiddle schoolphysical educationsocial-emotional competence

More Related Videos

Four Temporary Waterslide Designs Adapted to Different Slope Conditions to Encourage Child Socialization in Playgrounds
06:00

Four Temporary Waterslide Designs Adapted to Different Slope Conditions to Encourage Child Socialization in Playgrounds

Published on: December 9, 2022

2.1K
A Cross-Disciplinary and Multi-Modal Experimental Design for Studying Near-Real-Time Authentic Examination Experiences
08:33

A Cross-Disciplinary and Multi-Modal Experimental Design for Studying Near-Real-Time Authentic Examination Experiences

Published on: September 4, 2019

7.1K

Related Experiment Videos

Last Updated: Oct 1, 2025

Psychophysiological Assessment of the Effectiveness of Emotion Regulation Strategies in Childhood
08:09

Psychophysiological Assessment of the Effectiveness of Emotion Regulation Strategies in Childhood

Published on: February 11, 2017

11.6K
Four Temporary Waterslide Designs Adapted to Different Slope Conditions to Encourage Child Socialization in Playgrounds
06:00

Four Temporary Waterslide Designs Adapted to Different Slope Conditions to Encourage Child Socialization in Playgrounds

Published on: December 9, 2022

2.1K
A Cross-Disciplinary and Multi-Modal Experimental Design for Studying Near-Real-Time Authentic Examination Experiences
08:33

A Cross-Disciplinary and Multi-Modal Experimental Design for Studying Near-Real-Time Authentic Examination Experiences

Published on: September 4, 2019

7.1K

Area of Science:

  • Child Development
  • Educational Psychology
  • Sports Science

Background:

  • Social and emotional learning (SEL) positively impacts children's emotional well-being.
  • Limited research exists on the connection between physical activity and SEL in school-aged children.
  • Existing literature highlights a gap in understanding how physical activity programs influence SEL development.

Purpose of the Study:

  • To investigate the impact of a before-school physical activity program on students' social and emotional learning (SEL) competence.
  • To determine if participation in physical activity enhances SEL skills in elementary and middle school students.
  • To provide evidence for integrating physical activity into school curricula for SEL improvement.

Main Methods:

  • A quasi-experimental design involved 138 fourth and sixth graders from two schools.
  • Seventy-five students participated in a 3-week, 3-days-per-week before-school physical activity program.
  • A control group of 63 students did not participate; SEL competence was measured using the Devereux Student Strengths Assessment-Mini before and after the intervention.

Main Results:

  • Students in the physical activity program showed a 7% improvement in SEL competence (fourth graders) and a 10% improvement (sixth graders) post-intervention.
  • The control group reported no significant changes in social and emotional learning competence.
  • The findings indicate a positive association between before-school physical activity and enhanced SEL skills.

Conclusions:

  • Before-school physical activity programs can significantly improve students' social and emotional learning (SEL) competence.
  • These findings support the integration of physical activity initiatives into school policies to foster holistic student development.
  • Stakeholders should consider implementing structured physical activity programs to enhance SEL outcomes in educational settings.