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Impact of Innovative Emotion Training in Preschool and Kindergarten Children Aged from 3 to 6 Years

Lafay, Anne ; Berger, Carole ; Alaria, Laura ; [et al.]

MDPI AG ; 2023

In: Children Vol. 10, No. 11 ( 2023-11-17), p. 1825-

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In: Children, MDPI AG, Vol. 10, No. 11 ( 2023-11-17), p. 1825-

Abstract: Children’s emotional abilities have been shown to be related to academic performance, peer acceptance, and in-school adjustment. The main objective of this study was to evaluate the effect of innovative emotion training designed to promote the emotional abilities of 316 preschool/kindergarten children aged from 3 to 6 years old enrolled in public schools in the first three levels (L1, L2, and L3). Another objective was to examine the transfer effects on language comprehension and mathematics abilities. The emotion training (eight sessions) focused on the identification, comprehension, and expression of emotions and were co-constructed with teachers. Children were tested before and after the training on emotion, language, and mathematics skills. Results showed an improvement in emotional abilities in young children of L1 (3–4 years) and L2 (4–5 years) in the intervention group compared to those in the non-intervention group. Also, although children’s emotion basic abilities were correlated with their language comprehension and mathematics abilities, the nature of this link was not demonstrated to be causal. Findings are discussed in regard to the influence of the level and in regard to links with academic variables.

Type of Medium: Online Resource

ISSN: 2227-9067

URL: Article

DOI: 10.3390/children10111825

Language: English

Publisher: MDPI AG

Publication Date: 2023

detail.hit.zdb_id: 2732685-8

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Impact of lip-reading on speech perception in French-speaking children at risk for reading failure assessed from age 5 to 7

Piquard-Kipffer, Agnès ; Cavadini, Thalia ; Sprenger-Charolles, Liliane ; [et al.]

CAIRN ; 2021

In: L’Année psychologique Vol. Vol. 121, No. 2 ( 2021-4-23), p. 3-18

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In: L’Année psychologique, CAIRN, Vol. Vol. 121, No. 2 ( 2021-4-23), p. 3-18

Type of Medium: Online Resource

ISSN: 0003-5033

URL: Article

DOI: 10.3917/anpsy1.212.0003

RVK:

CL 1000

Language: English

Publisher: CAIRN

Publication Date: 2021

detail.hit.zdb_id: 2274519-1

SSG: 5,2

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Eye-tracking-based experimental paradigm to assess social-emotional abilities in young individuals with profound intellectual and multiple disabilities

Cavadini, Thalia ; Courbois, Yannick ; Gentaz, Edouard ; [et al.]

Public Library of Science (PLoS) ; 2022

In: PLOS ONE Vol. 17, No. 4 ( 2022-4-14), p. e0266176-

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In: PLOS ONE, Public Library of Science (PLoS), Vol. 17, No. 4 ( 2022-4-14), p. e0266176-

Abstract: Individuals with Profound Intellectual and Multiple Disabilities (PIMD) experience a combination of severe cognitive and motor impairments frequently associated with additional sensory deficits and numerous medical disorders. The purpose of the present study was to propose an experimental paradigm based on eye-tracking that combines various pre-existing tasks from infancy research as an assessment tool. This would enable the investigation of social-emotional abilities in nine young individuals with PIMD through their visual preferences for different types of stimuli. The first objective was to test the feasibility of this paradigm, by expecting individuals to look more at the tasks’ presentation screen than elsewhere during its implementation. The second objective was to investigate whether PIMD individuals exhibit visual preferences for (a) biological (vs. non-biological) motion, (b) socially salient (vs. non-social) scenes, (c) the facial area of the eyes (vs. the mouth), (d) happy (vs. angry) faces, (e) objects of joint attention (vs. non-looked at ones), and for (f) prosocial (vs. anti-social) behaviors similar to those of a control group of typically developing children aged two years on average. Overall, the feasibility of this paradigm proved to be good, resulting in high individual looking rates that were not affected by the presentation or the content of the tasks. Analyses of individual social-emotional abilities, supported by the visual preference patterns of each PIMD individual, firstly revealed strong—but expected—variability both within and between subjects, and secondly highlighted some individual task-specific abilities although few similarities between these individual results and those of the control group were found. These findings underline the great relevance of using this type of paradigm for assessing PIMD individuals and thus contribute to a better understanding of their social and emotional development.

Type of Medium: Online Resource

ISSN: 1932-6203

URL: Article

DOI: 10.1371/journal.pone.0266176

DOI: 10.1371/journal.pone.0266176.t001

DOI: 10.1371/journal.pone.0266176.t002

DOI: 10.1371/journal.pone.0266176.t003

DOI: 10.1371/journal.pone.0266176.t004

DOI: 10.1371/journal.pone.0266176.t005

DOI: 10.1371/journal.pone.0266176.t006

DOI: 10.1371/journal.pone.0266176.t007

DOI: 10.1371/journal.pone.0266176.t008

DOI: 10.1371/journal.pone.0266176.t009

DOI: 10.1371/journal.pone.0266176.t010

DOI: 10.1371/journal.pone.0266176.t011

DOI: 10.1371/journal.pone.0266176.s001

DOI: 10.1371/journal.pone.0266176.s002

DOI: 10.1371/journal.pone.0266176.s003

DOI: 10.1371/journal.pone.0266176.s004

DOI: 10.1371/journal.pone.0266176.s005

DOI: 10.1371/journal.pone.0266176.s006

DOI: 10.1371/journal.pone.0266176.s007

DOI: 10.1371/journal.pone.0266176.s008

DOI: 10.1371/journal.pone.0266176.s009

DOI: 10.1371/journal.pone.0266176.s010

Language: English

Publisher: Public Library of Science (PLoS)

Publication Date: 2022

detail.hit.zdb_id: 2267670-3

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A study on visual preference for social stimuli in typical Ecuadorian preschoolers as a contribution to the identification of autism risk factors

Buffle, Paulina ; Cavadini, Thalia ; Posada, Andres ; [et al.]

Springer Science and Business Media LLC ; 2021

In: Scientific Reports Vol. 11, No. 1 ( 2021-04-19)

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In: Scientific Reports, Springer Science and Business Media LLC, Vol. 11, No. 1 ( 2021-04-19)

Abstract: The goal of this study was to examine the visual preference towards socially salient stimuli, using a low-cost eye-tracking device in a group of typically developing (TD) Ecuadorian preschoolers aged 11 to 60 months, from rural and urban areas, and from families with low to high socioeconomic status (SES). Series of original stimuli inspired by those used in Western experiments on the early detection of Autism Spectrum Disorder (ASD) were proposed in two eye-tracking tasks. Two types of movements (human vs. object) were presented in task 1, and dynamic speaking faces in task 2. Parental perceptions of the adaptability of the low-cost eye-tracking device used here were also investigated through a questionnaire. The analyses of mean fixation times showed a visual preference for human movements compared to moving objects whatever age, residency location or SES. In task 2, visual preference for the mouth’s area compared to the eyes’ area was observed in specific conditions, modulated by residency location and SES but not by age. The analyses of the parental perception indicated that the eye-tracking technique is well accepted. The findings suggest that these stimuli, along with the experimental procedure and low-cost eye-tracking device used in the present study may be a relevant tool that can be used in clinical settings as a contribution to the early identification of at-risk factors of ASD in low- and middle-income contexts.

Type of Medium: Online Resource

ISSN: 2045-2322

URL: Article

DOI: 10.1038/s41598-021-87888-3

Language: English

Publisher: Springer Science and Business Media LLC

Publication Date: 2021

detail.hit.zdb_id: 2615211-3

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Les apports de l’oculométrie pour évaluer des compétences socio-émotionnelles de personnes en situation de polyhandicap

Cavadini, Thalia ; Gentaz, Édouard

CAIRN ; 2023

In: Contraste Vol. N° 57, No. 1 ( 2023-3-20), p. 27-50

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In: Contraste, CAIRN, Vol. N° 57, No. 1 ( 2023-3-20), p. 27-50

Abstract: L’évaluation psychologique de personnes polyhandicapées reste actuellement très complexe et difficile. Nous présentons ici notre recherche visant à proposer une méthode adaptée pour évaluer les compétences socio-émotionnelles de jeunes polyhandicapés via leurs préférences visuelles mesurées dans des tâches développées initialement pour étudier les compétences précoces des bébés. Les premiers résultats montrent que le paradigme conçu est suffisamment sensible pour permettre d’établir des profils de compétences individuels.

Type of Medium: Online Resource

ISSN: 1254-7689

URL: Article

DOI: 10.3917/cont.057.0027

Language: French

Publisher: CAIRN

Publication Date: 2023

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Emotion knowledge, social behaviour and locomotor activity predict the mathematic performance in 706 preschool children

Cavadini, Thalia ; Richard, Sylvie ; Dalla-Libera, Nathalie ; [et al.]

Springer Science and Business Media LLC ; 2021

In: Scientific Reports Vol. 11, No. 1 ( 2021-07-13)

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In: Scientific Reports, Springer Science and Business Media LLC, Vol. 11, No. 1 ( 2021-07-13)

Abstract: What are the foundational abilities that young children must develop at the beginning of school for their future academic success? Little is known about how emotion knowledge, social behaviour, and locomotor activity are associated and how these abilities may be predictors of academic-mathematic performance (less correlated with the children’s SES than pre-reading and linguistic achievement) in a large cohort of preschool children. Here we show that emotion knowledge, locomotor activity, social behaviour, and academic-mathematic performance are interrelated in 706 French preschool children aged 3 to 6. Mediation analyses reveal that the increase in academic-mathematic performance is explained by the increases in emotion knowledge and social behaviour and, in turn, children with a greater comprehension of emotions tend to have better locomotor skills and higher academic-mathematic scores. Additionally, sequential mediation analysis reveals that the increase in emotion knowledge, locomotor activity and social behaviour partially explains the increase in academic-mathematic performance. These results are discussed in relation to three possible mechanisms. Our findings are consistent with the political and scientific consensus on the importance of social-emotional abilities in the academic world at the beginning of school and suggest adding locomotor activity to these foundational abilities.

Type of Medium: Online Resource

ISSN: 2045-2322

URL: Article

DOI: 10.1038/s41598-021-93706-7

Language: English

Publisher: Springer Science and Business Media LLC

Publication Date: 2021

detail.hit.zdb_id: 2615211-3

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