scholarly journals Social Emotional Learning in Increasing the Social Emotional and Academic Development of Children in Early Childhood Education

2019 ◽  
Author(s):  
Fakhri Fakhri ◽  
Puji Yanti Faujiyah
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Social Emotional Learning ◽  
Academic Development ◽  
Emotional Learning ◽  
Social Emotional ◽  
Childhood Education ◽  
The Social

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.

Social and Emotional Learning and Early Childhood Education: Redundant terms?

2018 ◽  
Vol 20 (3) ◽  
pp. 221-235 ◽  
Author(s):  
Amanda J Moreno ◽  
Mark K Nagasawa ◽  
Toby Schwartz
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
School Education ◽  
Whole Child ◽  
Social Emotional ◽  
Compulsory School ◽  
Childhood Education ◽  
Social And Emotional

Social and emotional learning is a young field, but a very old concept. The idea that children require explicit instruction in social-emotional capacities is present in the writings of philosophers as far back as Plato, and partly constitutes the roots of the “whole-child development” and “developmentally appropriate practice” frameworks in early childhood education today. Nevertheless, early childhood education has recently been embracing and embraced by the modern global social and emotional learning movement in compulsory school education. Why would early childhood education do this, given its long tradition of prioritizing social-emotional pursuits and, in fact, serving as a model for the rest of the education continuum? Using Minow’s “dilemma of difference” framework, this article critically examines the question of which set of consequences the early childhood education field should choose in the current era—those of potentially superficially modularizing social-emotional concerns and comingling them with undesirable compulsory school education accountability structures, or those of continuing an embedded approach within a potentially generic whole-child philosophy that is difficult to implement in the real world. After considering early childhood education’s challenges with living by its own philosophy, the authors recommend a cautious but proactive acceptance of new social and emotional learning models within early childhood education because this allows a public interrogation of whichever values and methods for imparting them are chosen. The authors argue that an active alignment around social and emotional learning may buffer the early childhood education principles of democracy and child agency against the marginalization from political cross-currents they have historically experienced.

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.

scholarly journals Strategies to Develop Emotional Intelligence in Early Childhood

2021 ◽  
Author(s):  
İlkay Ulutaş ◽  
Kübra Engin ◽  
Emine Bozkurt Polat
Keyword(s):  
Emotional Intelligence ◽  
Early Childhood ◽  
Academic Success ◽  
Early Childhood Education ◽  
Behavioral Problem ◽  
Early Years ◽  
Social Emotional ◽  
Only Children ◽  
Childhood Education ◽  
Emotional Intelligence Training

Children have many opportunities in early childhood education that support their emotions. These opportunities need to be transformed into learning situations appropriate to their development and developed. Learnings cannot happen independently of emotional intelligence. Social–emotional skills must be developed in education to achieve both academic success and success in life. It is important to support emotional intelligence in early childhood education to enable children to be emotionally healthy, to cope with difficulties, to respect differences, and to gain a social perspective by working in collaboration with others. Emotional intelligence training helps not only children but everyone in the classroom setting, especially educators who are unsure of how to work with a child with an emotional or behavioral problem. Since emotional intelligence can be developed and strengthened by training at all ages, it can be a way of teaching for educators as they regularly include methods and techniques in the program. Based on this, in this section, the emotional intelligence of children, programs methods and strategies will be discussed in terms of supporting emotional intelligence in the early years.

scholarly journals IMPROVEMENT STRATEGY OF EARLY CHILDHOOD LANGUAGE DEVELOPMENT THROUGH THE ROLE PLAYING METHODS IN MACRO PLAY CENTER AT RA. BAITUSSALAM CIMAHI

Empowerment ◽  
2018 ◽  
Vol 7 (2) ◽  
pp. 142
Author(s):  
Erika Rufaidah
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Language Development ◽  
Language Skills ◽  
Role Playing ◽  
Social Emotional ◽  
Improvement Strategy ◽  
Learning Methods ◽  
Planning Strategy ◽  
Childhood Education

Abstract Development of Early Childhood Education (PAUD) learning includes the field of developing behavioral formation and the field of developing basic skills. The field of developing behavioral formation includes religious and moral and social emotional values. While the development of basic abilities includes language, cognitive, and physical or motoric abilities. One area of basic development that needs to be developed  is language development. Language skills are important because speaking with children will express their desires and can communicate with others around them. Language is an expression of mind and knowledge when children will interact with others. Children who are growing and developing communicate the needs of their thoughts and feelings through language, The objectives of this research are: (1) Describe the planning strategy to improve the development of early childhood language through the role playing method in the macro play center. (2) Describe the implementation of strategies to improve the development of early childhood language through the role playing method in the macro play center. (3) Describe the evaluation of strategies to improve the development of early childhood language through the role playing method in the macro play center. (4) Describe the results of strategies to improve the development of early childhood language through role playing methods in the macro play center. Learning methods that can be used to help improve children's language development are through the role playing method in the macro play center. With the role playing method in the macro play center, it is hoped that the development of children's language will be improved.Keywords: Language Development, Early Childhood, Macro Play Center

Attitudes of early childhood education teachers towards educational inclusion and the social adjustment of students with disabilities

2021 ◽  
Vol LXXXII (4) ◽  
pp. 255-268
Author(s):  
Karolina Mudło-Głagolska
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Social Adjustment ◽  
Social Adaptation ◽  
Childhood Education ◽  
Cognitive Component ◽  
The Social ◽  
Teachers Attitudes

Research shows that teachers' attitudes are a decisive element of the effective inclusion of students with disabilities, thereby conducive to the social adaptation of these students. The aim of the study was to determine the relationship between teachers' attitudes towards inclusive education and the social adjustment of students with disabilities. The sample consisted of 79 teachers of early childhood education working in a mainstream school and having a student in their class with a decision on the need for special education. The study used the Multidimensional Attitudes Scale towards Inclusive Education and the Classroom Behaviour Inventory Preschool to Primary. The results obtained in the study allow the conclusion that the positive beliefs of a teacher towards inclusive education (cognitive component of attitude) are most strongly associated with the social adaptation of a student with a disability. The conducted study showed that the teacher's readiness to modify the physical environment, his communication method and the methods of assessment with regard to the student's abilities and needs is related to the social adaptation of students with disabilities in a mainstream class. These aspects seem to be essential for the optimal functioning of a student with a disability in a mainstream class. The role of teachers' attitudes towards inclusive education in shaping the social adjustment of students with disabilities was emphasized.

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