scholarly journals A Symbiotic Link Between Music, Movement, and Social Emotional Learning: Mindful Learning in Early Learners

2020 ◽  
Vol 13 (1) ◽  
pp. 249-264
Author(s):  
Matt Yanko ◽  
Priscilla Yap
Keyword(s):  
Performing Arts ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Symbiotic Relationship ◽  
Social Emotional ◽  
Reflective Listening ◽  
Young Learners ◽  
Mindful Learning ◽  
Early Learners

In the following study we investigate how young learners engage with music and movement to illustrate their understandings and connections to nature. We discover a symbiotic relationship between the performing arts, Social Emotional Learning, and Mindful Learning over the course of six months, and examine the potentials and constraints of this harmonization. Results from this study show that learning in a co-constructivist setting, which allows opportunities for reflective listening, choice, intentional focus, and feedback, supports the development of behavioural and emotional abilities, and empowers students to delve deeper into their connections with nature through composing abstract music and movement pieces.

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 Interventions in Youth Sport: What Matters in Design?

2021 ◽  
Author(s):  
Dawn Anderson-Butcher ◽  
Samantha Bates ◽  
Anthony Amorose ◽  
Rebecca Wade-Mdivianian ◽  
Leeann Lower-Hoppe
Keyword(s):  
Social Emotional Learning ◽  
Youth Sport ◽  
Emotional Learning ◽  
Social Emotional ◽  
Learning Interventions ◽  
What Matters
Sign in / Sign up

Export Citation Format

Share Document