scholarly journals We Are All In This Together: Supporting Hearts and Minds During Unprecedented Times

2021 ◽  
pp. 53-62
Author(s):  
Marie-Anne Hudson ◽  
Lori Huston
Keyword(s):  
Early Childhood ◽  
Professional Learning ◽  
Social Emotional Learning ◽  
Ways Of Knowing ◽  
Emotional Learning ◽  
Social Emotional ◽  
Learning Practices ◽  
Trauma Informed ◽  
Hearts And Minds

This article discusses the potential that trauma-informed pedagogy and social-emotional learning practices hold for supporting educators during the COVID-19 pandemic and beyond. The authors bring a critical lens to considering these approaches, noting some limitations and provisos in their use. We advocate for dialogue, mentorship, and professional learning in using them not only to support educators but to authentically include diverse ways of knowing, doing, and being in early childhood environments.

Social-Emotional Learning Practices Questionnaire

2020 ◽  
Author(s):  
Deborah Rivas-Drake ◽  
Fantasy T. Lozada ◽  
Bernardette J. Pinetta ◽  
Robert J. Jagers
Keyword(s):  
Social Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional ◽  
Learning Practices

Mixed Reality Simulations

2020 ◽  
pp. 1-15
Author(s):  
Kristin M. Murphy ◽  
Amy L. Cook
Keyword(s):  
Public Schools ◽  
Professional Learning ◽  
Emotional Development ◽  
Mixed Reality ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Digital Tool ◽  
Social And Emotional

Implementing a curriculum that supports students' social-emotional development alongside academics is essential. Social-emotional learning (SEL) promotes positive outcomes across social and emotional skills, attitudes towards self and others, positive social behavior, conduct problems, emotional distress, and academic performance. In spite of what research tells us and what we as educators know intuitively through our practice, social and emotional development has long been known to many as a missing link in U.S. public schools. Teachers' concerns include whether they have the time, resources, and access to professional learning necessary to implement high quality SEL instruction, particularly in light of academic content instruction pressures. This chapter discusses the application of mixed reality simulations as a next generation digital tool that offers active learning opportunities in social-emotional learning in conjunction with dialogic reading sessions to foster social-emotional competencies and literacy.

All SEL should be trauma-informed

2019 ◽  
Vol 101 (3) ◽  
pp. 37-41
Author(s):  
Erica Pawlo ◽  
Ava Lorenzo ◽  
Brian Eichert ◽  
Maurice J. Elias
Keyword(s):  
School Climate ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional ◽  
Trauma Informed

Critics and supporters have expressed concern that social-emotional learning (SEL) has not been adapted to children suffering from trauma. While SEL has been identified as a mechanism through which trauma-informed schools can be created, this does not make SEL implementation, in and of itself, trauma-informed. Erica Pawlo, Ava Lorenzo, Brian Eichert, and Maurice J. Elias explain why calls for trauma-informed SEL are, in fact, calls for all SEL to be trauma-informed. They discuss how a trauma-informed approach to SEL is related to SEL’s emphasis on school climate, the need to build infrastructure for SEL learning, and the role of emotions in SEL instruction.

Early childhood teacher research and social-emotional learning: Implications for the development of culturally sensitive curriculum in Singapore

2021 ◽  
pp. 147821032098349
Author(s):  
Weipeng Yang ◽  
Jaslene Peh ◽  
Siew Chin Ng
Keyword(s):  
Early Childhood ◽  
Conflict Resolution ◽  
Teacher Research ◽  
Social Emotional Learning ◽  
Self Regulation ◽  
Emotional Learning ◽  
Early Childhood Teacher ◽  
Early Childhood Curriculum ◽  
Social Emotional ◽  
Management Culture

Teacher research has been promoted as a context-relevant approach to improving children’s learning experiences in early childhood settings. In this article, we focus on social-emotional learning (SEL), a crucial domain of the early childhood curriculum, to illustrate the role of teacher research in changing early childhood teachers’ everyday practices. We present an informative project on facilitating toddlers’ conflict resolution to exemplify the process of early childhood teacher research for supporting SEL. Evidence of the teacher research project revealed that integrating the child-focused approach into the existing curriculum was beneficial for promoting children’s conflict resolution skills and self-regulation. As situated in the particular context of Singapore, this case of teacher research presents how to successfully innovate early childhood curriculum practices within sociocultural realities, which include the hierarchical management culture, the imbalance between pressure upon and support for teachers, and limited time and resources. Suggestions and implications for early childhood practitioners and policymakers are also discussed.

scholarly journals Study of Social- Emotional Learning of Girls and Its Relation to Their Father’s Occupation at Early Childhood

2016 ◽  
Vol 3 (3) ◽  
Author(s):  
B Deevena Pauleen
Keyword(s):  
Early Childhood ◽  
Family Income ◽  
Rating Scale ◽  
Pearson Correlation ◽  
Social Emotional Learning ◽  
Well Being ◽  
Emotional Learning ◽  
Social Emotional ◽  
Chi Square ◽  
The Social

Family income has positive, wide-reaching effects on child well-being. A mother’s unique orientations, strengths, and styles of interaction may appear to be more important in the socio-emotional lives of their children, yet many studies over the past two decades consistently demonstrated that father’s have a measurable impact on children. The current study aims at exploring the social emotional learning of girls and its relation to their father’s occupation at early childhood. The study consists of 30 girls from each age group of 4yrs, 5yrs and 6yrs. The sample was drawn from both Government and Private Schools (Play schools and Anganwadis) in Hyderabad. Early learning Observation Rating Scale by Gills, M., West, T., & Coleman, R., M , (2010) was administered. Data was analyzed using Descriptive statistics, Chi Square test for Independence and Pearson correlation coefficient. Results revealed that there is no significant relation between the social emotional learning of girl’s and their father’s occupation. A weak positive correlation exists between the social emotional learning of girl’s and their father’s occupation at early childhood.

Sign in / Sign up

Export Citation Format

Share Document