Advances in Developmental and Educational Psychology <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> SyncSci Publishing Pte Ltd, Singapore en-US Advances in Developmental and Educational Psychology 2591-7870 <p>Authors contributing to&nbsp;<em>Advances in Developmental and Educational Psychology </em>&nbsp;agree to publish their articles under the&nbsp;<a href="">Creative Commons Attribution-Noncommercial 4.0 International License</a>, allowing third parties to share their work (copy, distribute, transmit) and to adapt it, under the condition that the authors are given credit, that the work is not used for commercial purposes, and that in the event of reuse or distribution, the terms of this license are made clear.</p> Developing a supportive peer environment: Engaging students through cooperative skills in the classroom <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> John S. Saroyan ##submission.copyrightStatement## 2021-04-01 2021-04-01 3 1 81 89 10.25082/ADEP.2021.01.001