AN INTEGRATIVE REVIEW ON SOCIAL EMOTIONAL LEARNING (SEL) PROGRAMS AS A TOOL TO SUPPORT PRIMARY SCHOOL TEACHERS

2021 ◽  
Author(s):  
Roberta Silva ◽  
Rosi Bombieri
Keyword(s):  
Primary School ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Integrative Review ◽  
Social Emotional ◽  
School Teachers ◽  
Primary School Teachers

Social-Emotional Learning and Students' Transition from Kindergarten to Primary School in Italy

2015 ◽  
pp. 241-258 ◽  
Author(s):  
Valeria Cavioni ◽  
Maria Assunta Zanetti
Keyword(s):  
Primary School ◽  
Emotional Competence ◽  
Positive Impact ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional ◽  
Social And Emotional ◽  
Learning Programs ◽  
Quasi Experimental ◽  
Teachers And Parents

The transition from kindergarten to primary school is a critical period in the development of children. Children who start primary school with good emotional and social skills have more friends, can easily establish new social relationships with peers and adults, and adjust better and achieve more at school. Although in the last couple of decades social-emotional learning programs have received considerable scientific attention in various countries, little is known about the implementation of such programs in the Italian context. This chapter describes a quasi-experimental study on the effectiveness of the implementation of a social-emotional program with Italian kindergarten children. Children's assessment by the researcher and reports from teachers and parents indicated that the program called “By Your Hand” had a positive impact on the social and emotional competence of children over time as they moved from kindergarten to primary school, with indications of enhanced emotional competence and reduced behaviour problems.

scholarly journals Viewpoint on social-emotional learning of 5-10 year olds as area of predicting their academic success: Research data obtained in Western countries

2015 ◽  
Vol 2 ◽  
pp. 398
Author(s):  
Daina Lieģeniece
Keyword(s):  
Academic Success ◽  
Social Emotional Learning ◽  
Research Data ◽  
Emotional Learning ◽  
Clear Understanding ◽  
Social Emotional ◽  
Primary School Teachers ◽  
Western Countries ◽  
Social And Emotional ◽  
The United Kingdom

The article aims to provide an overview of research data analysis made in Western countries (namely in the US and the United Kingdom) on Social – Emotional Learning and academic success. The article consists of two parts. Part One provides a basis for understanding what social and emotional learning is by analysing some issues of socialemotional competencies. Part Two discusses the issue of associations of SEL with Academic Success. It is done with the aim to show the nursery and primary school teachers how important it is to have a clear understanding of the chosen approaches to address the problems of social-emotional competencies and academic success.

scholarly journals MODEL PEMBELAJARAN PAI DENGAN PENDEKATAN SOCIAL EMOTIONAL LEARNING (SEL) UNTUK MEMPERKUAT KARAKTER DAN AKHLAK MULIA SISWA SEKOLAH DASAR

2013 ◽  
Vol 1 (1) ◽  
Author(s):  
Akif Khilmiyah
Keyword(s):  
Primary School ◽  
Social Emotional Learning ◽  
Learning Model ◽  
Moral Values ◽  
Emotional Learning ◽  
Inductive Method ◽  
Primary School Students ◽  
Social Emotional ◽  
School Students ◽  
Holistic Learning

This paper aims at assessing the superiority of Islamic education learning model (PAI) with Social and Emotional Learning (SEL) to strengthen efforts of establishing the character and moral values of primary school students. Analysis of inductive method is conducted by an in-depth literature review to discover the design of PAI learning model PAI with SEL to shaping the character and moral values of primary school students. Conclusion of this paper shows that model of Social-Emotional Learning (SEL) for PAI should be done in a holistic manner to foster emotional and social intelligence. Holistic learning occurs when PAI curriculum shows themes that encourage the exploration of the authentic and natural events. Through the themes, meaningful learning processes and materials occur that are designed to be interconnected with various areas of curriculum development in the PAI. Holistic learning approach, based on inquiry in which children are involved in planning, explores and shares ideas. Keywords: Character education; Social Emotional Learning; Morals noble.

scholarly journals ADAPTASI KURIKULUM PENDIDIKAN INKLUSIF SISWA DENGAN HAMBATAN SOSIAL EMOSIONAL DI SEKOLAH DASAR

2016 ◽  
Vol 30 (1) ◽  
pp. 33
Author(s):  
Suharsiwi Soeratman
Keyword(s):  
Primary School ◽  
Inclusive Education ◽  
Emotional Problems ◽  
Social Aspect ◽  
Learning Support ◽  
Social Emotional ◽  
School Teachers ◽  
Primary School Teachers ◽  
Curriculum Adaptation ◽  
Remaining Time

ADAPTASI KURIKULUM PENDIDIKAN INKLUSIF SISWA DENGAN HAMBATAN SOSIAL EMOSIONAL DI SEKOLAH DASARSuharsiwie-mail : [email protected] Muhammadiyah JakartaJalan KH. Ahmad Dahlan, CiputatAbstrak: Tujuan dari penelitian ini adalah untuk mengetahui bagaimana upaya guru sekolah dasar mengadaptasi kurikulum, dengan fokus pada kesulitan yang dihadapi oleh anak-anak, bagaimana membuat adaptasi kurikulum, dan upaya apa yang dilakukan untuk mengatasi permasalahan guru dalam pembelajaran. Hasil penelitian menunjukkan bahwa anak-anak dengan gangguan sosial emosional di SD Semut-semut, Kelapa Dua, Depok memiliki IQ bawah rata-rata, kesulitan berinteraksi, berkomunikasi dan kemandirian. Mereka berada di kelas rata-rata di kelas reguler antara 50% - 75%, sebagian besar waktu lainnya dalam Departemen Bantuan Pembelajaran, belajar secara individual atau sekitar 3-4 anak. Seperti yang terlihat dari adaptasi kurikulum kemampuan yang ada pada anak-anak secara terbatas. Anak-anak yang belum mampu beradaptasi di kelas reguler, program ini dipergunakanuntuk mengembangkan aspek sosial dan pembekalan membaca, menulis, dan menghitung untuk persiapan mereka di kelas reguler.Kata-kata Kunci: adaptasi kurikulum, hambatan sosial emosional, kebutuhan khusus. THE CURRICULUM ADAPTATION ON INCLUSIVE EDUCATION FOR STUDENTS WITH EMOTIONAL SOCIAL DISORDER IN ELEMENTARY SCHOOLAbstract: The purposes of this study are to discover the efforts of the primary school teachers to adopt the curriculum focusing on the students’ problems, curriculum adaptation, and the teachers’ effprts in solving instructional problems. The research was conducted at Semut-semut Primary School, Kelapa Dua, Depok. The findings are the IQ of the students with social-emotional problems is under the average, they have difficulties in interaction,communication, and independence. The spend between 50 % to 75 % of their time in the classroom and the remaining time they spend in Learning Support Department and 3 – 4 children learn individually. As in the curriculum adaptation, the students’ competence is developed with limitation. The children which have not been able to adopt in the class, this program is used to develop social aspect and reading, writing, and arithmetic skillsas their preparation to join regular class.Keywords: curriculum adaptation, social-emotional disorder, special needs .

scholarly journals Exploratory Study of Ecuadorian Teachers’ Understanding of Social Emotional Learning: An Examination of Primary School Teachers

2021 ◽  
pp. 125-146
Author(s):  
Ximena Burgin ◽  
Sheila Coli ◽  
Mayra C Daniel
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Exploratory Study ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional ◽  
School Teachers ◽  
Behavioral Issues ◽  
Teachers Perceptions ◽  
Teachers Perspectives

Direct instruction of Social Emotional Learning (SEL) has been suggested for improving academic performance and reducing behavioral issues in classrooms (CASEL, 2020). This exploratory study provides insight into how a group of Ecuadorian elementary school teachers define and understand SEL. It examined changes in teachers’ perspectives and beliefs about their role in SEL integration in elementary school classrooms, after a full-day workshop focused on SEL integration. Quantitative and qualitative data collected before, during and after the SEL workshop indicated a positive change in the teachers’ foundational knowledge of SEL after participation in the workshop; however, there was no observed change in the teachers’ perceptions of their role in the actual implementation of SEL. Challenges and future implications for an effective integration of SEL are discussed in this research article.

scholarly journals Selected, Adopted and Implemented Social-Emotional Learning Program: the Kindness Curriculum for Kids

2021 ◽  
Vol 26 (1) ◽  
pp. 6-14
Author(s):  
Hakan Uşakli
Keyword(s):  
Primary School ◽  
Social Emotional Learning ◽  
First Grade ◽  
Emotional Learning ◽  
Primary School Children ◽  
Learning Program ◽  
Social Emotional ◽  
Translation Process ◽  
Turkish Children ◽  
The Mind

The aim of this manuscript is to introduce the program of social-emotional learning. Developed by the Centre for Healthy Minds (CHM) this program is called the Kindness Curriculum (CHM, 2017). Founded by the world renowned neuroscientist Dr. Richard J. Davidson, the Centre for Healthy Minds offers a kinder, wiser, more compassionate world. Methodology. Qualitative research method was used in this study. The methods of documentary research, observation and interview were also applied. The Kindness Curriculum was employed as a documentary study. The target audience and the object of observation were primary school children aged 6 to 7, the teachers were interviewed. Results. The mission of the centre is to cultivate kindness and relieve suffering through the scientific study of the mind. There are some social-emotional training programs, but the program developed by the centre is free. This program has been used by preschools and some researchers. The study involves the adaptation of the Kindness Curriculum to Turkish culture. The program contains twenty-four lessons in eight topics. These lessons include short stories, songs and entertaining games. The program can be conducted by one specialist both in preschool institutions and in primary classes. During the adaptation process, the program was translated into Turkish by two specialists and they controlled the entire translation process, which balanced the adaptation of the program by 80%. The benefits of the program for Turkish children have been studied by three psychologists. The program was used as a pilot research in the first grade of primary school. Conclusions. There are many positive results of the program application implemented by teachers. Schools are encouraged to add this program to their curriculum, and there is a need for more experimental research on the usefulness of the proposed program.

Social-Emotional Learning and Students' Transition From Kindergarten to Primary School in Italy

2019 ◽  
pp. 528-547
Author(s):  
Valeria Cavioni ◽  
Maria Assunta Zanetti
Keyword(s):  
Primary School ◽  
Emotional Competence ◽  
Positive Impact ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional ◽  
Social And Emotional ◽  
Learning Programs ◽  
Quasi Experimental ◽  
Teachers And Parents

The transition from kindergarten to primary school is a critical period in the development of children. Children who start primary school with good emotional and social skills have more friends, can easily establish new social relationships with peers and adults, and adjust better and achieve more at school. Although in the last couple of decades social-emotional learning programs have received considerable scientific attention in various countries, little is known about the implementation of such programs in the Italian context. This chapter describes a quasi-experimental study on the effectiveness of the implementation of a social-emotional program with Italian kindergarten children. Children's assessment by the researcher and reports from teachers and parents indicated that the program called “By Your Hand” had a positive impact on the social and emotional competence of children over time as they moved from kindergarten to primary school, with indications of enhanced emotional competence and reduced behaviour problems.

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