PEER REVIEW

Peer review

Abstract

The abstract of the article outlines to key variables for the study, that is, the development of the child and the role of school, in terms of, social and emotional context in the school. The article comprises of various studies investigating the reality of the subject.

Introduction

The article is written by authors with psychological expertise in child psychology. The article focuses that the children who lack normal psychological development for any reason are socially pulled back when they go to school; the reason is because they are far more vulnerable to the abusive or neglectful treatment, and therefore, the child is not nurtured in social and emotional context. The study also explains that there are very few who stand up to this maltreatment, and therefore, ignite a stronger and better personality. The study addresses that the issues faced by developmental progress of the youth while they are at school, as well as, the performance of the pupil when they are faced with an environment that fosters negativity and obstructs the social-emotional development. The authors imply that the deprivation caused by such nurture. The paper targets youth issues in that context, as well as, the services required to overcome such problems to be provided by the school and other educational institutions (Neaum, 2010).

Literature review

Literature review focuses upon the studies that are conducted prior in the same area. It reflects the background of the concept of social-emotional-difficulties faced by the child, as well as, the problems that are rendered by them for the children. The literature review presents an authenticated theoretical framework that is based upon the studies that render different but widely supported paradigms of research regarding the interaction of the children with the atmosphere, which are already at social-emotional difficulties. The studies also apply to the children ...