scholarly journals Difficulties in Defining Social-Emotional Intelligence, Competences and Skills - a Theoretical Analysis and Structural Suggestion

2015 ◽  
Vol 2 (1) ◽  
pp. 59-84 ◽  
Author(s):  
Moana Monnier
Keyword(s):  
Emotional Intelligence ◽  
Educational Context ◽  
Conceptual Level ◽  
Structural System ◽  
Social Emotional ◽  
Social And Emotional ◽  
Educational Pathways ◽  
Emotional Aspects ◽  
Time Required ◽  
Social Competences

Demands related to the frequency of and time required for interactional tasks in everyday occupational routines are continuously growing. When it comes to qualifying a person’s ability to interact with others, two prototypical concepts are often used: social competences and emotional intelligence. In connection to discussions about curriculum standards in Germany, these are viewed as important attributes that should be taught, supported and if possible assessed in educational pathways toward an occupation. However, in looking for a generally approved and widely used definition, many problems arise on the inter-conceptual and intra-conceptual level, triggering implementation difficulties in educational curricula. This article highlights these difficulties by selecting five well-established key theories and comparing their communalities and differences. Analyzing definitions of intelligence, competences and skills, taking an action regulation perspective and highlighting the interdependence of social and emotional aspects, a structural system to facilitate the transfer into the educational context is proposed.

scholarly journals DEVELOPING SOCIAL EMOTIONAL INTELLIGENCE THROUGH PLAYING ACTIVITIES FOR EARLY CHILDHOOD

2019 ◽  
Vol 7 (5) ◽  
pp. 946-950
Author(s):  
Yuni Astuti ◽  
Andika Prajana ◽  
Damrah ◽  
Erianti ◽  
Pitnawati
Keyword(s):  
Emotional Intelligence ◽  
Early Childhood ◽  
Qualitative Method ◽  
Social Emotional ◽  
Analysis Techniques ◽  
Social And Emotional ◽  
Positive Attitudes ◽  
The Social ◽  
Hereditary Factors ◽  
Emotional Aspects

Purposes of the study: The purpose of this study was to describe the way to develop social-emotional intelligence in early childhood through play activities. A child doesn’t have social Emotional intelligence naturally in early childhood, but it must be nurtured and developed by parents and teachers in schools through developing social and emotional aspects of early childhood that can be done with various methods. Methodology: This study used a qualitative approach to the literature model. The method used in this study is a qualitative method with content analysis techniques consisting of developing the social and emotional aspects of early childhood is through playing activities. Result: The researcher found that playing activities by children can develop social-emotional of early childhood among others. The activities such as playing in small groups like children’s traditional games or playing with tools such as balls, marbles, rubber and, other tools. Implication/Applications: The findings of this study can help young children to be able to improve the development of social-emotional intelligence caused by hereditary factors and the environment through play activities. In this play, the activity can increase positive attitudes including honest behavior, independence, responsibility, fair, confident, fair, loyal friends, and the nature of compassion towards others and have high tolerance and demanded cooperation between others

scholarly journals A Review of Emotional Intelligence on Self Esteem: It’s Impact on Adolescents Stage

2016 ◽  
Vol 3 (3) ◽  
Author(s):  
Ms. Rajni ◽  
Dr. S. P. Singh
Keyword(s):  
Emotional Intelligence ◽  
Self Esteem ◽  
Physical Growth ◽  
Male Students ◽  
Social Self ◽  
Social Emotional ◽  
Social And Emotional ◽  
The People ◽  
Physical Disorders ◽  
Adolescence Period

Emotional Intelligence (EI) is considered to be a very powerful tool to students to manage relationships of Emotional Intelligence & Self Esteem. Self esteem as an affective phenomenon which is considered as a feeling or emotions. This brings us to the conclusion that a child’s self esteem should, maintain a balance between the low and high self esteem. Adolescent means the period of life from puberty to the completion of physical growth. Adolescence period leads to social, emotional, vocational, physical, disorders or consequences. Caruso Emotional Intelligence Test- Youth Research Version (2002). Researcher had finding that there is correlation between EI & SE is central factor and that is based to the people social and emotional compatibility. Social self-esteem, family self- behavior, and moral self-behavior dimensions than male students, but higher on physical self-esteem.

The Role of Affect and Emotion in Language Development

2011 ◽  
pp. 208-243 ◽  
Author(s):  
Annette Hohenberger
Keyword(s):  
Language Development ◽  
Language Processing ◽  
Language Production ◽  
Deaf Children ◽  
Social Emotional ◽  
Emotional Context ◽  
Social And Emotional ◽  
Emotional Aspects ◽  
Context Of Learning

In this chapter, language development is discussed within a social-emotional framework. Children’s language processing is gated by social and emotional aspects of the interaction, such as affective prosodic and facial expression, contingent reactions, and joint attention. Infants and children attend to both cognitive and affective aspects in language perception (“language” vs. “paralanguage”) and in language production (“effort” vs. “engagement”). Deaf children acquiring a sign language go through the same developmental milestones in this respect. Modality-independently, a tripartite developmental sequence emerges: (i) an undifferentiated affect-dominated system governs the child’s behavior, (ii) a cognitive and language-dominated system emerges that attenuates the affective system, (iii) emotional expression is re-integrated into cognition and language. This tightly integrated cognitive-affective language system is characteristic of adults. Evolutionary scenarios are discussed that might underlie its ontogeny. The emotional context of learning might influence the course and outcome of L2-learning, too.

scholarly journals Pembelajaran Sosial Emosional Sebagai Dasar Pendidikan Karakter Anak Usia Dini

2013 ◽  
pp. 227-240
Author(s):  
Syamsul Hadi Syamsul Hadi
Keyword(s):  
Early Childhood ◽  
Character Education ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Self Management ◽  
Social Aspects ◽  
Self Awareness ◽  
Social Emotional ◽  
Social And Emotional ◽  
Emotional Aspects

Abstrak:Proses pembelajaran anak tidak tergantung pada aspek inteligensi atau kemampuan kognitif saja, tetapi juga dipengaruhi oleh aspek lain seperti aspek perkembangan emosi dan sosial. Aspek emosi dan sosial ini sangat berpengaruh terhadap prilaku anak kepada dirinya, orang lain dan lingkungannya. Pada anak usia dini aspek sosial emosi ini dapat dikembangkan melalui pembelajaran sosial emosional. Dimana pembelajaran sosial emosional adalah proses mengembangkan keterampilan, sikap, dan nilai-nilai yang diperlukan untuk memperoleh kompetensi sosial dan emosional sebagai modal anak dalam berinteraksi dengan dirinya, orang lain dan lingkungan sekitar. Pembelajaran  sosial emosional ini dapat dijadikan sebagai awal dan dasar penanaman pendidikan karakter kepada anak usia dini. Ada empat kompetensi kunci pengembangan dalam aspek sosial emosional anak; self-awareness, self-management, social awareness, responsible decision making, dan relationship management. Keempat kompetensi ini penting dikembangkan sejak usia dini untuk membangun dan menanamkan keterampilan sosial anak. Karena dengan mengembangkan keempat aspek sosial emosional anak tersebut akan berimplikasi pada tertanamnya sifat-sifat baik/ karakter-karakter unggul pada diri anak dalam dunia sosial. Metode-metode seperti bermain, modeling, story telling, drama dan lainnya tepat digunakan untuk mengembangkan keempat keterampilan tersebut. Kata kunci: PAUD, pendidikan karakter, pembelajaran sosial emosionalAbstract:Children’s learning process does not depend only on the aspect of intelligence or cognitive abilities, but also influenced by other aspects such as emotional and social aspects of development. The emotional and social aspects have big influence on the child behaviortoward himself, others and the environment. In early childhood social emotional aspects can be developed through social emotional learning. Social emotional learning is the process of developing skills, attitudes, and values necessary to acquire social and emotional competence as a capital of children in interacting with himself, others and the environment. Emotional social learning can serve as the beginning and foundation in plantings character education to early childhood. There are four key competencies in social emotional development of children; self-awareness, self-management, social awareness, responsible decision making, and relationship management. These four competencies are important to be developed since early age to build and instill social skills of children. By developing the four social and emotional aspects of children, the good nature or excellent characters will be internalized within the children. Methods to be used in developing the four characters can be as follow: playing, modelling, story telling, drama, etc.Key words: early childhood, character education, social emotional learning

scholarly journals Psychometric Properties of a Norwegian Version of the Social Emotional Assets and Resilience Scales–Child–Short Form

2021 ◽  
pp. 153450842110554
Author(s):  
Børge Strømgren ◽  
Kalliu Carvalho Couto
Keyword(s):  
Factor Analysis ◽  
Behavioral Interventions ◽  
Convergent Validity ◽  
Rating Scales ◽  
Short Form ◽  
Social Emotional ◽  
Social And Emotional ◽  
Positive Behavioral Interventions ◽  
Norwegian Version ◽  
Social Competences

Norwegian schools are obliged to develop students’ social competences. Programs used are School-Wide Positive Behavioral Interventions and Supports (PBIS) or classroom-based aimed to teach students social-emotional ( Social and Emotional Learning [SEL]) skills in a broad sense. Some rating scales have been used to assess the effect of SEL programs on SEL skills. We explored the Norwegian version of the 12-item Social Emotional Assets and Resilience Scales–Child–Short Form (SEARS-C-SF). An exploratory factor analysis (EFA) was performed, proposing a one-factor solution which was confirmed by a confirmatory factor analysis (CFA). The scale reliability of .84 (λ2), means and standard deviations, as well as Tier levels were compared with the original short form. Finally, concurrent, discriminant, and convergent validity with different Strengths and Difficulties Questionnaire (SDQ) subscales were shown.

scholarly journals Boosting emotional intelligence in the post-Covid. Flexible approaches in teaching social and emotional skills

2021 ◽  
Vol 21 (3) ◽  
pp. 41-58
Author(s):  
Alessia Signorelli ◽  
Annalisa Morganti ◽  
Stefano Pascoletti
Keyword(s):  
Emotional Intelligence ◽  
Teaching And Learning ◽  
Emotional Wellbeing ◽  
Social Emotional ◽  
Daily Lives ◽  
Social And Emotional ◽  
Social And Emotional Skills ◽  
The Social ◽  
Depth Analysis ◽  
Social And Emotional Wellbeing

The Covid pandemic has opened new challenges for education, especially for the social and emotional wellbeing of children and adolescents who had to face unprecedented and upsetting changes in their daily lives. The paper explores the possibilities offered by the social-emotional intelligence framework in helping children and youths develop the good emotional literacy needed for facing such a challenging time and growing as wholesome adults. This is done through an in-depth analysis of the concept of replication and generalization and by proposing a perspective working model for embedding social and emotional learning in daily teaching and learning activities.   Promuovere l’intelligenza emotiva nel post-Covid. Approcci flessibili per insegnare le competenze sociali e emotive.   La pandemia di Covid ha introdotto nuove sfide nel mondo dell’educazione, in modo particolare per quanto riguarda il benessere sociale e emotivo di bambini e adolescenti che hanno dovuto affrontare cambiamenti sconvolgenti senza precedenti nel loro vivere quotidiano. L’articolo esplora le possibilità offerte dal costrutto di educazione socio-emotiva a supporto dello sviluppo in bambini e ragazzi di un’alfabetizzazione emotiva solida, necessaria per affrontare un periodo così sfidante e per la loro crescita futura. Tutto questo è fatto attraverso un’analisi approfondita dei concetti di replicabilità e generalizzazione e attraverso la proposta di un nuovo modello di lavoro per integrare l’educazione socio-emotiva all’interno delle azioni didattiche quotidiane

”Vi er jo en virksomhed, der er særdeles overgennemsnitlig på empati”: Rekruttering af bløde kompetencer i ambulancetjenesten

2016 ◽  
Vol 27 (3/4) ◽  
pp. 17-38 ◽  
Author(s):  
Morten Kyed
Keyword(s):  
Social Stratification ◽  
Service Economy ◽  
Emotional Competencies ◽  
Job Interviews ◽  
Service Employees ◽  
Emotional Skills ◽  
Social And Emotional ◽  
Social And Emotional Skills ◽  
Social Competences ◽  
Post Industrial

En række sociologer har de seneste år peget på, at den postindustrielle serviceøkonomi stiller stadigt større krav til servicemedarbejderes sociale og følelsesmæssige kompetencer. Eva Illouz (2008) argumenterer eksempelvis for, at vestlige samfund kendetegnes af en ”emotionel kapitalisme”, hvor følelsesmæssige kompetencer er blevet en central stratifikationsfaktor, som marginaliserer især mænd med en traditionel arbejderklasse habitus. Men få studier har undersøgt, hvordan arbejdsgivere rent faktisk vurderer ansøgernes sociale og følelsesmæssige kompetencer. Gennem interviews og observationsstudier har artiklens forfatter undersøgt, hvordan verdens største ambulanceoperatør vurderer og værdsætter ansøgeres sociale og følelsesmæssige kompetencer gennem rekrutteringsprocessen til stillingen som ambulanceredderelev. Artiklen viser med udgangspunkt i fire ansættelsessamtaler med mandlige ansøgere, hvordan ansøgerens primære følelsesmæssige habitus har betydning for samtalens udfald og de sympatirelationer, som skabes i forbindelse med samtalen. Data viser også, at selvom ledelsen fremhæver, at personlighed og empati er afgørende i screeningen af ansøgerne, så anvender virksomheden ikke personlighedstest eller andre psykologiske teknologier i rekrutteringsprocessen. Sociale og følelsesmæssige kompetencer vurderes derimod ud fra ansøgerens institutionaliserede omsorgskapital samt bedømmelsesudvalgets mavefornemmelse af ansøgerens følelsesmæssige dispositioner og evne til at passe ind både i faget og virksomhed. ENGELSK ABSTRACT: Morten Kyed: ”We Are a Business that Is Really above Average in Empathy”: Recruiting ”Soft Competences” in Ambulance Service A number of sociologists have suggested that the post-industrial service economy is placing increasing demands on service employees’ social and emotional skills. Eva Illouz (2008), for instance, argues that Western societies are characterised by an ”emotional capitalism”, in which emotional competencies are pivotal for social stratification and marginalisation of men with a traditional working class habitus. However, few studies have examined how employers actually assess applicants’ social and emotional skills. Through interviews and observational studies, the author has studied how the world’s largest ambulance operator assesses and evaluates social and emotional skills of ambulance apprentice applicants. Employing four job interviews with male candidates, the article illustrates how the applicant’s primary emotional habitus is important for the construction of sympathy relations during the job interviews and the outcome of the conversation. The data also shows that although management emphasises that personality and empathy are crucial when screening applicants, the company does not use personality tests or other psychological technologies in the recruitment process. Assessment of social and emotional skills is based on the candidate’s ”institutionalised care capital” and the assessment committee’s gut feeling about the applicant’s emotional disposition and ability to fit into both the vocation and the company. Keywords: service work, service economy, recruitment, social competences, emotional competences, gender.

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