Peer-reviewed article
Neuroeducation as a Supportive Approach in Enhancing Social-Emotional Development in Early Childhood
Prengki Ade Candra ·
Summary
Written by AI, not yet AICS's view · claude-sonnet-5-5This study looks at how a neuroeducation program supports social-emotional development in young children in a school setting. It uses a qualitative case study with interviews, observation and documentation. The authors report that children in the program managed stress better, became more self-aware, and communicated more confidently and positively with peers. The abstract does not name the country or give details on the number of children.
Key points
- Qualitative case study using interviews, observation and documentation, analysed with the Miles and Huberman approach
- The neuroeducation program helped children manage stress
- Children showed greater self-awareness in learning
- Children improved in speaking confidently and interacting positively with peers
Limitations
The abstract does not state the country, sample size or setting details, and a qualitative case study without a comparison group cannot show that the program caused the changes. The claim of 'effectiveness' rests on descriptive findings only.
Abstract
This study aims to explore how neuroeducation plays a role in supporting early childhood social-emotional development as stress management, as well as increasing children's self-awareness in learning, and social communication skills with friends in the school environment. The study is based on the importance of social-emotional skills in early childhood, which can affect their ability to interact with peers and manage emotions. The research method used is a qualitative approach with a case study design, involving interview data collection techniques, observation, and documentation with a research analysis approach according to Miles and Huberman. The findings of the study indicate that the neuroeducation program successfully helps children manage stress, increase their self-awareness, and improve social communication skills. Children involved in the program showed improvements in managing emotions, speaking confidently, and interacting more positively with peers. This study is to provide empirical evidence regarding the effectiveness of neuroeducation in developing social-emotional skills in early childhood, as well as offering a practical approach that can be applied in early childhood education institutions to support children's holistic development.
Findings the Hub has extracted
Each claim below is labelled by its type of design and links back to this report.
- Intervention
- A neuroeducation program delivered in an early childhood school setting
- Population
- Young children in an early childhood education institution (further details not given)
Key finding
Children were helped to manage stress
Candra · Crossref · 21 Jun 2025