Advances in Developmental and Educational Psychology https://www.syncsci.com/journal/ADEP <p><a title="Registered Journal" href="https://www.reviewercredits.com/user/adv-dev-educ-psychol" 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> en-US <p>Authors contributing to&nbsp;<em>Advances in Developmental and Educational Psychology </em>&nbsp;agree to publish their articles under the&nbsp;<a href="http://creativecommons.org/licenses/by-nc/4.0">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> snowy.wang@syncsci.com (Snowy Wang) editor@syncsci.com (Alan Tan) Thu, 01 Apr 2021 00:00:00 +0800 OJS 3.1.1.0 http://blogs.law.harvard.edu/tech/rss 60 Reevaluating incarcerated juvenile education in the wake of COVID-19: Why the juvenile system should take advantage of the online learning wave https://www.syncsci.com/journal/ADEP/article/view/ADEP.2021.01.004 <p>Incarcerated juveniles have the greatest need for education and potential for improvement, yet they are one of the most underserved populations in terms of public education. Juveniles in detention centers receive a lower quality education when compared to public education systems–courses exclusively based on worksheets, single-room style teaching methods, a shortage of textbooks, and underqualified teachers. They also struggle to earn and transfer credits. In addition, solitary confinement often denies access to education, adding further disadvantages. Currently, juveniles have a low reenrollment rate in the public education system after their release. This paper presents a solution for the future of juvenile education, using the national response to COVID-19 of moving education online as a blueprint, combined with social science research, to provide small amendments to promote an effective learning environment.</p> Catherine Hutwagner ##submission.copyrightStatement## http://creativecommons.org/licenses/by-nc/4.0 https://www.syncsci.com/journal/ADEP/article/view/ADEP.2021.01.004 Fri, 10 Sep 2021 12:53:09 +0800 Evaluating fine perceptual-motor skills in children with mild intellectual disability https://www.syncsci.com/journal/ADEP/article/view/ADEP.2021.01.003 <p>Over the years, several studies have indicated that delay in perceptual-motor development and impaired motor organization is strongly associated with the level of cognitive functioning and performance in children. The aim of the present research study was to assess the fine perceptual-motor skills of children with mild intellectual disability 7-9-years-old and the comparison of their performance with two groups of typically developing children with the same chronological and a corresponding mental age. Our research sample consisted of 129 children between the ages of four and nine years whilst the experimental group had a total of 43 children (7-9-years-old) with mild intellectual disability. As an assessment tool of fine perceptual-motor skills we used a battery of tasks constructed in accordance with other commonly used standardized tests that measure psychomotor abilities. Furthermore, several comparisons were carried out in order to investigate our experimental hypotheses. Overall, our results revealed that children with mild intellectual disability scored lower in the tasks compared to typically developing children of equal chronological age but significantly higher than the group of typically developing children of the same mental age (preschoolers). The results of the psychometric properties of our designed tasks (reliability, validity) verify the high-quality psychometric characteristics of the designed tool.</p> Vasiliki Koutsobina, Victoria Zakopoulou, Eftychia Tziaka, Vasilios Koutras ##submission.copyrightStatement## http://creativecommons.org/licenses/by-nc/4.0 https://www.syncsci.com/journal/ADEP/article/view/ADEP.2021.01.003 Tue, 17 Aug 2021 22:43:23 +0800 Perceptions of kindness in pre-service early childhood teachers https://www.syncsci.com/journal/ADEP/article/view/ADEP.2021.01.002 <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> Maria S. Poulou ##submission.copyrightStatement## http://creativecommons.org/licenses/by-nc/4.0 https://www.syncsci.com/journal/ADEP/article/view/ADEP.2021.01.002 Wed, 14 Jul 2021 15:08:44 +0800 Developing a supportive peer environment: Engaging students through cooperative skills in the classroom https://www.syncsci.com/journal/ADEP/article/view/531 <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## http://creativecommons.org/licenses/by-nc/4.0 https://www.syncsci.com/journal/ADEP/article/view/531 Thu, 01 Apr 2021 15:27:39 +0800