Diverse books for diverse children: Building an early childhood diverse booklist for social and emotional learning

2020 ◽  
pp. 146879842090185
Author(s):  
Rhoda Myra Garces-Bacsal
Keyword(s):  
Early Childhood ◽  
Critical Literacy ◽  
Culturally Responsive ◽  
Social And Emotional Learning ◽  
Cultural Knowledge ◽  
Emotional Learning ◽  
Self Awareness ◽  
Multiple Perspectives ◽  
Social And Emotional ◽  
Learning Competencies

Research has indicated how diverse books contribute to a more culturally responsive pedagogy, allowing children to identify themselves in the stories they read and gain an appreciation for others whose lives are different from theirs. Moreover, a sensitive discussion of and critical responses to diverse picturebooks is found to positively influence a child’s social and emotional learning competecies, apart from increasing a child’s cultural knowledge and serving as a catalyst for social justice. This paper is meant to broaden early childhood educators’ repertoire of picturebooks that can be used in the classroom to also include international titles (translated into English from their original languages) and multicultural titles to facilitate affective engagement with these narratives and introduce social and emotional learning skills (self-awareness, self-management, social awareness, relationship management and responsible decision-making). This paper provides a list of diverse books (from the Netherlands, Japan, Lithuania, Spain, Germany, France, Argentina – among others) for students in early childhood (from preschool to third grade) thematically organized across the five social and emotional learning competencies. Strategies such as book-bonding and literacy bags for family engagement will be shared while using the framework of culturally responsive teaching in an early childhood setting. Recommendations for how family members can be more involved are included, along with critical literacy strategies that include conversations, multiple perspectives and the sharing of authentic experiences.

scholarly journals The role of culturally responsive social and emotional learning in supporting refugee inclusion and belonging: A thematic analysis of service provider perspectives

PLoS ONE ◽  
2021 ◽  
Vol 16 (8) ◽  
pp. e0256743
Author(s):  
Cyril Bennouna ◽  
Hannah Brumbaum ◽  
Molly M. McLay ◽  
Carine Allaf ◽  
Michael Wessells ◽  
...  
Keyword(s):  
Thematic Analysis ◽  
Culturally Responsive ◽  
Service Providers ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Structured Interviews ◽  
Mena Region ◽  
Newcomer Adjustment ◽  
Social And Emotional ◽  
Provider Perspectives

Young refugees resettled to the U.S. from the Middle East and North Africa (MENA) region face significant acculturative stressors, including language barriers, unfamiliar norms and practices, new institutional environments, and discrimination. While schools may ease newcomer adjustment and inclusion, they also risk exacerbating acculturative stress and social exclusion. This study seeks to understand the opportunities and challenges that schoolwide social and emotional learning (SEL) efforts may present for supporting refugee incorporation, belonging, and wellbeing. We completed semi-structured interviews with a purposive sample of 40 educators and other service providers in Austin, Texas, Harrisonburg, Virginia, and Detroit Metropolitan Area, Michigan as part of the SALaMA project. We conducted a thematic analysis with transcripts from these interviews guided by the framework of culturally responsive pedagogy. The findings revealed that students and providers struggled with acculturative stressors and structural barriers to meaningful engagement. Schoolwide SEL also provided several mechanisms through which schools could facilitate newcomer adjustment and belonging, which included promoting adult SEL competencies that center equity and inclusion, cultivating more meaningfully inclusive school climates, and engaging families through school liaisons from the newcomer community. We discuss the implications of these findings for systemwide efforts to deliver culturally responsive SEL, emphasize the importance of distinguishing between cultural and structural sources of inequality, and consider how these lessons extend across sectors and disciplinary traditions.

The Need for Social and Emotional Learning and Teacher Training During the COVID-19 Pandemic

2022 ◽  
pp. 18-32
Author(s):  
Emine Tunc ◽  
Nausheen Hossain ◽  
Ambereen Haq ◽  
Yetkin Yildirim
Keyword(s):  
Online Education ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Educational Institutions ◽  
Self Awareness ◽  
Social And Emotional ◽  
Educational Productivity ◽  
Relationship Skills ◽  
The Social ◽  
Rapid Spread

In the spring of 2020, the rapid spread of COVID-19 caused schools in the U.S. to shift to online education. With the drastic change to online learning, the transition caused many issues that negatively impacted students' and educators' social and emotional learning (SEL) that helped ensure educational productivity. Social and emotional learning includes five competency areas: self-awareness, relationship skills, social awareness, self-management, and responsible decision making. Virtual learning has shifted the attention of educational institutions away from these competency areas due to the limitations of digital classrooms and the prioritization of academic intelligence over emotional intelligence. The chapter provides recommendations to address the social and emotional learning of educators.

Using Activism to Cultivate Social and Emotional Learning in the English Language Arts Classroom

2021 ◽  
pp. 154-171
Author(s):  
Elisabeth Spinner
Keyword(s):  
Social Justice ◽  
Language Arts ◽  
Social Action ◽  
English Language ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Reading And Writing ◽  
Social And Emotional ◽  
Learning Competencies ◽  
Action Projects

English teachers' use of reading and writing instruction in a social justice-focused curriculum can include social action projects that encourage students to get involved in activism and also promotes social and emotional learning. This chapter outlines the research behind and steps towards using reading and writing in ways that encourage students to get involved in activism. The assignments and lessons suggested also include social and emotional learning competencies. Two specific texts are used to provide readers with concrete examples of implementing the ideas presented in classrooms.

scholarly journals Social and Emotional Learning Associated With Universal Curriculum-Based Interventions in Early Childhood Education and Care Centers

2018 ◽  
Vol 1 (8) ◽  
pp. e185727 ◽  
Author(s):  
Claire Blewitt ◽  
Matthew Fuller-Tyszkiewicz ◽  
Andrea Nolan ◽  
Heidi Bergmeier ◽  
David Vicary ◽  
...  
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Childhood Education ◽  
Social And Emotional ◽  
Education And Care

Initial Development and Validation of the Social Skills Improvement System—Social and Emotional Learning Brief Scales-Teacher Form

2020 ◽  
pp. 073428292095324
Author(s):  
Christopher J. Anthony ◽  
Stephen N. Elliott ◽  
James C. DiPerna ◽  
Pui‐Wa Lei
Keyword(s):  
Social Skills ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Self Awareness ◽  
Initial Development ◽  
Social And Emotional ◽  
The Social ◽  
Social Skills Improvement System ◽  
Psychometric Evidence ◽  
Systems Of Support

Despite the need for assessments targeting social and emotional learning (SEL) skills within multitiered systems of support, there are few brief SEL measures available. To address this need, this article describes the development of the Social Skills Improvement System—Social and Emotional Learning Brief Scales-Teacher Form (SSIS SEL b-T), a significantly shorter version of the Social Skills Improvement System—Social and Emotional Learning Edition Rating Form-Teacher (SSIS SEL RF-T). Using the SSIS SEL standardization sample and item response theory, we identified efficient sets of items for each SSIS SEL RF-T scale and examined psychometric evidence for resulting scores. In general, SSIS SEL b-T scales functioned well and very similarly to scores from corresponding SSIS SEL RF-T scales. One exception was the Self-Awareness scale which, similar to its long-form counterpart, exhibited several content and psychometric limitations. Results provide initial psychometric evidence for a time-efficient teacher-informant measure of SEL competencies with promise for use within multitiered systems of support.

scholarly journals Integrating Health and Educational Perspectives to Promote Preschoolers’ Social and Emotional Learning: Development of a Multi-Faceted Program Using an Intervention Mapping Approach

2020 ◽  
Vol 17 (2) ◽  
pp. 575 ◽  
Author(s):  
Claire Blewitt ◽  
Heather Morris ◽  
Kylie Jackson ◽  
Helen Barrett ◽  
Heidi Bergmeier ◽  
...  
Keyword(s):  
Mental Health ◽  
Early Childhood ◽  
Intervention Mapping ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Emotional Skills ◽  
Social And Emotional ◽  
Social And Emotional Skills ◽  
Learning Programs ◽  
The Impact

High-quality early childhood education and care (ECEC) can strengthen the social and emotional skills that are crucial for children’s ongoing development. With research highlighting an increasing prevalence of emotional and behavioural challenges in young children, there is emphasis on embedding teaching practices and pedagogies to support social and emotional skills within early learning programs. A growing body of research has examined the impact of social and emotional learning programs in ECEC; however, few studies describe the intervention development process, or how educators and other professionals were engaged to increase the relevance and feasibility of the program. The current paper describes the development of the Cheshire Social-Emotional Engagement and Development (SEED) Educational Program, an online learning tool to support early childhood educators to foster children’s positive mental health. Cheshire SEED was designed using five steps of the Intervention Mapping methodology: (i) comprehensive needs assessment to create a logic model of the problem; (ii) creation of program outcomes and change objectives mapped against determinants of educator behaviour; (iii) co-design of theory-based methods and practical strategies; (iv) program development; and (v) adoption and implementation planning. The process and decisions at each step of the IM protocol are presented, and the strengths and limitations of the approach to develop a mental health intervention for ECEC settings are discussed.

Overcoming Educational Challenges Through Social and Emotional Learning

2020 ◽  
pp. 1-23
Author(s):  
Laurel Miltenberger
Keyword(s):  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Academic Learning ◽  
Self Awareness ◽  
Social And Emotional ◽  
Relationship Skills ◽  
Grade Levels ◽  
Educational Challenges ◽  
K 12 ◽  
The Impact

The purpose of the chapter is to examine the importance of social and emotional learning (SEL) when supporting K-12 students in academic learning for success. Components of SEL such as self-awareness, self-management, social awareness, relationship skills, and responsible decision making will be covered. A brief look at emotional intelligence is incorporated in the contents as well. The author provides evidence-based reasons why teaching SEL is beneficial for K-12 student success in numerous aspects of their educational career. Not only K-12 students be the focus of implementing SEL, but the teacher's role in implementing SEL in the classroom is explored. Various skills taught in SEL is discussed in detail as well as the impact of SEL at various grade levels.

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