Advances in Developmental and Educational Psychology 2021-07-15T09:55:17+08:00 Snowy Wang Open Journal Systems <p><a title="Registered Journal" href="" target="_blank" rel="noopener"><img src="/journal/public/site/images/jasongong/Logo_ReviewerCredits-journal.jpg" alt="" width="17%" align="right"></a><strong>Advances in Developmental and Educational Psychology</strong> (ISSN:2591-7870) &nbsp;&nbsp;is a broad ranging, international peer reviewed journal in the field of educational psychology and developmental psychology, publishing significant empirical contributions as well as scholarly reviews and theoretical or methodological articles includes psychology theory, assessment, education, treatment and application, relevant to psychological research and practice, as broadly defined.</p> <p>Topics of interest include, but are not limited to the following:<br>--Psychology of teaching<br>--Social psychology of schools<br>--Motor, perceptual, cognitive, social and emotional development in infancy<br>--Social, emotional and personality development in childhood, adolescence and &nbsp;&nbsp;adulthood<br>--Cognitive and socio-cognitive development in childhood, adolescence and adulthood<br>--Developmental disorders, learning difficulties/disabilities and sensory impairments<br>--etc.</p> Perceptions of kindness in pre-service early childhood teachers 2021-07-15T09:55:17+08:00 Maria S. Poulou <p>Research evidence on Social and Emotional Learning implementation at schools has long been recognized. Most of the research however, has been focused on cultivating explicit social and emotional skills and relatively scant attention has been given to those positive human qualities or virtues such as kindness. Current study aims to illuminate pre-service early childhood teachers’ conceptualization of kindness. Two hundred and nineteen pre-service students described their perceptions of kindness. Kindness was conceptualized as a range of acts and words indicating respect, understanding and emotional support, which promote personal development and healthy relationships. Teachers’ kindness specifically was perceived important in cultivating students’ personality and teacher-student relationships. The findings of the study contribute to the topic of kindness in education which is a promising but undervalued area of school-based programming.</p> 2021-07-14T15:08:44+08:00 ##submission.copyrightStatement## Developing a supportive peer environment: Engaging students through cooperative skills in the classroom 2021-04-01T15:32:27+08:00 John S. Saroyan <p>Children with peer acceptance problems struggle to fit in among classmates and often feel rejection and social isolation.&nbsp; Common reasons can stem from a child’s unique personality, individuality or special needs issues.&nbsp; These children often experience emotional problems and symptoms resulting from poor social relationships and difficulty fitting in to their environment.&nbsp; Within the classroom, teachers may provide encouragement and support for these children as well as their better adjusted peers, helping them equally engage through improved understanding and acceptance.&nbsp; In this article, a cooperative classroom approach is discussed to help students develop healthier communication with mutual respect and the freedom to be their natural, core self.&nbsp; A Democratic Student Council is presented as a cooperative classroom activity that encourages peer compassion and openness while supporting individuality and feelings of belonging.</p> 2021-04-01T15:27:39+08:00 ##submission.copyrightStatement##