A Thematic and Content Analysis of Instructional and Rehearsal Procedures of Preschool Social Emotional Learning Programs

2017 ◽  
Vol 42 (3) ◽  
pp. 82-91 ◽  
Author(s):  
Antoinette White ◽  
Dennis William Moore ◽  
Marilyn Fleer ◽  
Angelika Anderson
Keyword(s):  
Content Analysis ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Early Years ◽  
Social Emotional ◽  
Evidence Based Practices ◽  
Learning Framework ◽  
Positive Effects ◽  
Learning Programs ◽  
Target Skills

RESEARCH HAS DOCUMENTED THE positive effects of social emotional learning (SEL), and educational policy developments and accepted learning standards are beginning to reflect these findings. However, how best to include evidence-based practices in the instruction of social emotional competencies in regular preschool settings is not yet fully understood. Through a thematic and content analysis, this study identifies the target skills, implementation, instructional and rehearsal procedures in eight effective preschool SEL programs. The analysis describes a differential relationship between target skills and instructional and rehearsal procedures. The findings highlight the relevance of particular procedures in the instruction of specific competencies, and in broader social emotional instruction. These findings may assist educators in instructional planning with current learning documents, such as the Early Years Learning Framework (DEEWR, 2009).

scholarly journals Equity in Social Emotional Learning Programs: A Content Analysis of Equitable Practices in PreK-5 SEL Programs

2021 ◽  
Vol 6 ◽  
Author(s):  
Thelma Ramirez ◽  
Katharine Brush ◽  
Natasha Raisch ◽  
Rebecca Bailey ◽  
Stephanie M. Jones
Keyword(s):  
Content Analysis ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Educational Settings ◽  
Social Emotional ◽  
Learning Programs ◽  
Increasing Demand

As the positive impact of social emotional learning (SEL) has become widely recognized, there is increasing demand for SEL programs to address the diverse cultures, identities, and experiences of all students in the classroom, in particular students of color and other youth impacted by structural inequality. SEL programs increasingly provide resources and guidance to ensure that diverse students are represented in materials and content and to help educators understand how culture plays a role in the development and expression of SEL competencies. However, few programs are intentionally designed with equity in mind and even fewer examine how historical and structural inequalities impact both the teaching and learning of SEL skills. While many believe that SEL is well-positioned to play a role in creating learning environments where students of all cultures, races, identities, and backgrounds feel safe, respected, and empowered, the link between equity and SEL is not always clear. Furthermore, despite existing well-established, research-grounded practices from which to draw in other fields, the field of SEL currently lacks a coherent and unified definition of what constitutes equitable SEL and what equitable SEL looks like in the classroom. As schools and other educational settings strive toward creating more equitable learning environments for students, the field of SEL needs a clearer viewpoint and explicit practices describing how equity can be better integrated into SEL programming and practice. This paper describes the need for equitable SEL, summarizes existing research and practices, and provides a set of recommendations for implementing them effectively in schools and other educational settings. We begin with a brief exploration of the relationship between educational equity and SEL, describing the potential for SEL to create more equitable, inclusive, and just learning environments. Next, we present key perspectives from the literature that shape current views on how issues of equity can be integrated into SEL programming and practice, proposing a set of principles and definition for equitable SEL. Finally, we discuss the current state of PreK-5 SEL programs, using findings from a content analysis to describe the extent to which programs address equity in lessons and promote transformative SEL skill building.

Investigating the Psychometric Properties of the Social-Emotional Learning Scale

2021 ◽  
pp. 153450842098452
Author(s):  
Christopher L. Thomas ◽  
Staci M. Zolkoski ◽  
Sarah M. Sass
Keyword(s):  
Social Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional ◽  
Emotional Information ◽  
Confirmatory Factor Analyses ◽  
Educational Support ◽  
Social And Emotional ◽  
The Social ◽  
Confirmatory Factor ◽  
Learning Programs

Educators and educational support staff are becoming increasingly aware of the importance of systematic efforts to support students’ social and emotional growth. Logically, the success of social-emotional learning programs depends upon the ability of educators to assess student’s ability to process and utilize social-emotional information and use data to guide programmatic revisions. Therefore, the purpose of the current examination was to provide evidence of the structural validity of the Social-Emotional Learning Scale (SELS), a freely available measure of social-emotional learning, within Grades 6 to 12. Students ( N = 289, 48% female, 43.35% male, 61% Caucasian) completed the SELS and the Strengths and Difficulties Questionnaire. Confirmatory factor analyses of the SELS failed to support a multidimensional factor structure identified in prior investigations. The results of an exploratory factor analysis suggest a reduced 16-item version of the SELS captures a unidimensional social-emotional construct. Furthermore, our results provide evidence of the internal consistency and concurrent validity of the reduced-length version of the instrument. Our discussion highlights the implications of the findings to social and emotional learning educational efforts and promoting evidence-based practice.

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 Social-Emotional Learning and Evaluation in After-School Care: A Working Model

2019 ◽  
Vol 14 (3) ◽  
pp. 130-145
Author(s):  
Dana Minney ◽  
Jaime Garcia ◽  
Joan Altobelli ◽  
Norma Perez-Brena ◽  
Elizabeth Blunk
Keyword(s):  
School Engagement ◽  
Emotional Competence ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
After School ◽  
Social Emotional ◽  
Social Emotional Competence ◽  
Positive Effects ◽  
School Care ◽  
After School Care

Social-emotional competence in children is an important area in which to develop and improve effective programs and evaluation. Research shows a positive association between social-emotional learning (SEL) and improvements in students’ conduct, social behavior, and school engagement as well as decreases in high-risk behaviors such as taking drugs, smoking and aggression. Extensive research points to the positive benefits of successful SEL curriculum in schools, but less research exists on SEL implementation in after-school care settings. Since social-emotional competence is correlated with higher positive effects and a decrease of negative effects in the social, behavioral, and academic outcomes of children exposed to these programs, more research is needed on the most effective format and environment for implementation. The purpose of this article is to review this research, and report the results of an evaluation comparing pre- and post-program survey data from children (n = 125; age range=4-11 years) attending an after-school program that has incorporated an SEL curriculum. Results showed significant increases in two SEL competencies: empathy and self-soothing. The advantages to providing both SEL instruction and evaluation in after-school care settings in addition to schools is also explored.

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