Children’s social and emotional development is crucial for further improvements in children’s lives. Especially close attention should be paid during school age (5-10). However, social-emotional development should include business education programs to improve children’s skills and abilities. In this case, children will improve the process of social and emotional development and get essential entrepreneurial skills for their further development and career. In addition, such a combination of education programs will give children a great start to facing different challenges and solving them. Therefore, business education programs for children during school will positively affect their social-emotional development and form necessary skills for their future careers and ability to face challenges, but these programs should be carefully created.
Implementing business education and social-emotional development programs will form essential skills for children from the beginning. These programs prepare children for different significant challenges by facing the small ones. In the research (Bisanz et al., 2019), an example of such a program called the “YouthStart-Programme Empowering Each Child” was illustrated. According to the program, children should have coped with different small business challenges, which helped them to earn the necessary skills and abilities. The experiment showed that children learned to think and act and be self-initiative, motivated, creative, mindful, and emphatic. All these skills and abilities are essential for social-emotional development and also form a fundament for children’s further careers, especially in business. Therefore, combining a business education program and social-emotional development will form the necessary skills for children’s future.
Social-emotional development provides better career development and further professional opportunities. Children are better prepared for challenges when they are professionally and socially-emotionally developed. Moreover, career competencies require social skills such as communication, creativity, and innovation and emotional skills such as feeling others. These skills are earned during social and emotional development, especially at school. The study examines the connections between social-emotional development and career opportunities among children and youth. In addition, the researchers defined different educational programs to implement to achieve professional and social-emotional development among children and youth (Howard, 2020). It was stated that social-emotional development is integrated into forming basic skills and abilities among children necessary for their career competencies. Hence, educational programs, which include social-emotional development, provide better career development and more professional opportunities.
Entrepreneurship education positively affects children’s entrepreneurial intentions and consists of attitudes toward subjective norms, behavior, and behavioral control. Furthermore, entrepreneurship education allows children to develop competencies and business knowledge. The research examined the effect of entrepreneurship on further education and the future of students, especially from primary and secondary levels. It was stated that such programs developed a robust entrepreneurial mindset among children even before facing business challenges (Otache, 2021). The study focuses only on business education and avoids social-emotional development. However, behavioral control might be seen as part of social-emotional development, so this part of the development was also crucial during the experiment. Therefore, entrepreneurship education among school-aged children will develop a strong business mindset and positively affects children’s development.
Early childhood is the most suitable time to improve children’s social and emotional development, but only a few practices are defined. Especially everyday life experience is crucial for stable and influential children’s social-emotional development, as children get the necessary knowledge and skills to influence their future. In the study, researchers examined different approaches that are to be used to improve children’s education and social-emotional development in Australia (Blewitt et al. 4). It was stated that social-emotional development among children should be the background of educator practices and planning. In this case, combining business education and social-emotional development will give children many valuable skills and stable development. Thus, during early childhood, children are most perceived for social-emotional development and other educational initiatives, such as business education.
Emotional development is connected to entrepreneurship and positively impacts the development of skills necessary for business education. The study examined the relationships between social-emotional development and entrepreneurship, but this research was based on college students. The research showed that a person with a higher emotional competence is better equipped to start an entrepreneurial activity (Chien-Chi et al. 3). Furthermore, social-emotional development improves motivation, innovation, and cognitive resources. In this case, social-emotional development will positively impact self-efficacy and intention, which are an essential part of business education (Chien-Chi et al. 3). In addition, the combination of emotional development and social entrepreneurship will create and strengthen skills and abilities, which would be highly efficient for the further business activity of individuals. Hence, the connection between emotional development and social entrepreneurship improves motivation, cognitive resources, self-efficacy, and intention.
An appropriate and efficient children’s social-emotional development helps them adapt to society and study as well as act among others. The study pays attention to preschoolers’ emotional development and emphasizes its importance to children’s education and career opportunities. The researchers stated that presently children are immature, as they use only gadgets and cannot control emotions (Alwaely et al. 2). As a result, children have difficulties with educational programs, and it is difficult for them to adapt to life circumstances. It was declared that social experience is crucial for socialization, which is essential during the implementation of business programs (Alwaely et al. 2). Therefore, effective social-emotional development among children will help them socialize, which is helpful during participating in business programs.
Business education improves children’s ability to learn and act, and implementing this education with social-emotional development will reduce the risks of emotional and behavioral disorders during the studying process. The study aims to research the relationships between social-emotional development and children’s ability to study and earn early experiences. It was examined that more than 20% of children have behavioral issues that negatively affect their study ability (Daunic et al. 1). The article focuses on social-emotional learning and its impact on the educational process. According to the article, a social-emotional learning foundations curriculum will help solve behavioral and emotional issues among children and will improve children’s early experiences. Hence, implementing social-emotional learning will solve behavioral and emotional issues among children, which negatively affect their early educational experience.
To sum up, social-emotional education is beneficial while implementing business education programs for children, as this combination develops many necessary skills and abilities, such as creativity, innovation and the ability to learn, act, and socialize. Many articles were written on both topics, emphasizing the importance of early childhood education and social-emotional development, but separately. However, articles mainly focus on social-development or business programs, and the research missed the influence of social-emotional development and business education on children’s development. Therefore, examining the impact of social-emotional development and business education programs on children’s development during early and school ages is essential.
Works Cited
Alwaely, S. A., Yousif, N. B. A., & Mikhaylov, A. (2021). Emotional development in preschoolers and socialization. Early child development and care, 191(16), 2484-2493. Web.
Bisanz, A., Hueber, S., Lindner, J., & Jambor, E. (2019). Social Entrepreneurship Education in Primary School: Empowering Each Child with the YouStart Entrepreneurial Challenges Programme. Discourse and Communication for Sustainable Education, 10(2), 142-156. Web.
Blewitt, C., O’connor, A., Morris, H., Nolan, A., Mousa, A., Green, R., Ifanti, A., Jackson, K., & Skouteris, H. (2021). “It’s Embedded in What We Do for Every Child”: A Qualitative Exploration of Early Childhood Educators’ Perspectives on Supporting Children’s Social and Emotional Learning. International Journal of Environmental Research and Public Health, 18(4), 1530. Web.
Chien-Chi, C., Sun, B., Yang, H., Zheng, M., & Li, B. (2020). Emotional competence, entrepreneurial self-efficacy, and entrepreneurial intention: A study based on China college students’ social entrepreneurship project. Frontiers in Psychology, 11, 547627. Web.
Daunic, A. P., Corbett, N. L., Smith, S. W., Algina, J., Poling, D., Worth, M., Boss, D., Crews, E. & Vezzoli, J. (2021). Efficacy of the social-emotional learning foundations curriculum for kindergarten and first grade students at risk for emotional and behavioral disorders. Journal of School Psychology, 86, 78-99. Web.
Howard, K. A., & Ferrari, L. (2022). Social-emotional learning and career development in elementary settings. British Journal of Guidance & Counselling, 50(3), 371-385. Web.
Otache, I., Umar, K., Audu, Y., & Onalo, U. (2021). The effects of entrepreneurship education on students’ entrepreneurial intentions: A longitudinal approach. Education+ Training, 63(7/8), 967-991. Web.