Communicating Social and Emotional Needs

2022 ◽  
pp. 162-170
Author(s):  
Emine Tunc ◽  
Nausheen Hossain ◽  
Ambereen Haq ◽  
Yetkin Yildirim
Keyword(s):  
Learning Process ◽  
Virtual Learning ◽  
Educational Needs ◽  
Emotional Needs ◽  
Social And Emotional ◽  
Global Pandemic ◽  
The Social ◽  
Rapid Spread ◽  
The World ◽  
Numerous Education

Around March of 2020, the deadly virus of COVID-19 had sprung its way to various areas of the globe. It was not too long after the rise of this coronavirus that the magnitude of COVID-19 had reached so far as to have it be recognized as a global pandemic. As a result of the virus's rapid spread, numerous education institutions across the world were met with the obligation to promptly shift to virtual learning. While virtual learning has allowed students to continue their education amidst a tense atmosphere, students had and continue to face various disruptions towards their learning process and track. With a barrier towards thorough communication, students have been unable to obtain the social and emotional needs they require which has and progresses in adversely affecting their educational needs.

INCLUSION, SOCIALISATION AND INTEGRATION OF THE CHILD WITH SPECIAL NEEDS IN A KINDERGARTEN GROUP

2021 ◽  
Vol 12 (2) ◽  
pp. 382-384
Author(s):  
Rumyana Pantaleeva ◽  
Keyword(s):  
General Education ◽  
Special Needs ◽  
Social World ◽  
Educational Needs ◽  
Special Educational Needs ◽  
The Social ◽  
The World ◽  
The Right

The process of socialisation and integration represents unity, and at the same time – a continuous controversy between two aspects: socialisation and individuality. Due to this, the process is a single upside stream – the entry of a child into the world of adults, in the social world. Every child is a unique personality with its individual qualities, interests, abilities and educational needs. Every child with special educational needs has the right to be taught on an individual schedule with content, matching its own necessities and capacity. The general education kindergarten, in which the authors work and teach pupils with special educational needs has established a tolerant community and guarantees schooling, tutoring and mentorship for everybody.

scholarly journals Wellness Constraints Among International University Students Transitioning Through Covid 19

2021 ◽  
Vol 58 (3) ◽  
pp. 3444-3456
Author(s):  
Mr J Dorasamy, Et. al.
Keyword(s):  
World Health Organization ◽  
Social Economic ◽  
World Health ◽  
Social Emotional ◽  
Global Pandemic ◽  
Rapid Spread ◽  
The World ◽  
International University ◽  
Novel Coronavirus ◽  
Health Organization

The World Health Organization (Who) In March 2020 Declared Covid 19 A Pandemic, Due To The  Global And Rapid Spread Of A Novel Coronavirus (Who, 2020). The Covid 19 Pandemic Being Highly Infectious And Unpredictable, Has  Disrupted  Social, Economic, Environmental And Political Spheres Of Life. Globally, People Have Ventured Into A “Lockdown World”, Increasing Uncertainty About Their Future Amidst The Covid 19 Pandemic. As A Result Of The Pandemic, Social Alteration Has Taken The Form Of Social Distancing, Self-Isolation And Self-Quarantine.  Many Were Unprepared For The Shift From The “Normal”, Propelling  Undue  Stress Under The New Normal Way Of Doing Things During The Current Global Pandemic Crisis. This Has Been Accompanied By Social, Emotional And Mental Effects, As The Ongoing And Fluid Nature Of The Pandemic Has Created Uncertainty For Many People. The Covid 19 Pandemic, As A Multidimensional Stressor Affecting Wellbeing, Has Affected Individuals, Families, Educational, Occupational, And Broader Societal Systems.  

The Need for Social and Emotional Learning and Teacher Training During the COVID-19 Pandemic

2022 ◽  
pp. 18-32
Author(s):  
Emine Tunc ◽  
Nausheen Hossain ◽  
Ambereen Haq ◽  
Yetkin Yildirim
Keyword(s):  
Online Education ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Educational Institutions ◽  
Self Awareness ◽  
Social And Emotional ◽  
Educational Productivity ◽  
Relationship Skills ◽  
The Social ◽  
Rapid Spread

In the spring of 2020, the rapid spread of COVID-19 caused schools in the U.S. to shift to online education. With the drastic change to online learning, the transition caused many issues that negatively impacted students' and educators' social and emotional learning (SEL) that helped ensure educational productivity. Social and emotional learning includes five competency areas: self-awareness, relationship skills, social awareness, self-management, and responsible decision making. Virtual learning has shifted the attention of educational institutions away from these competency areas due to the limitations of digital classrooms and the prioritization of academic intelligence over emotional intelligence. The chapter provides recommendations to address the social and emotional learning of educators.

Students Serving Moms and Meeting the Social and Emotional Needs of Children

2021 ◽  
pp. 283-321
Author(s):  
Megan Reister ◽  
Mary Andren ◽  
Madelyn A. Dichard
Keyword(s):  
Teacher Educators ◽  
Developmentally Appropriate ◽  
Teacher Preparation Program ◽  
Emotional Needs ◽  
Or Education ◽  
Face To Face ◽  
Social And Emotional ◽  
Use Of Technology ◽  
Service Project ◽  
The Social

This chapter focuses on early childhood, the social and emotional needs of children and their families, use of technology, and use of children's literature in both print form and through digital means. Readers will learn about a service project called Students Serving Moms. Through this service project, pre-service teachers, or education majors, from a teacher preparation program alongside other college students at the university, work with families in the community. This relational service project continued in spite of restrictions from the pandemic due to the members of Students Serving Moms embracing change and using virtual means to work with the children of all abilities and ages in efforts to meet the social and emotional needs of the children. This chapter will benefit teacher educators who may want to replicate this service project at their institutions whether virtually or through face-to-face means. Pre-service teachers will also benefit from reading this chapter as they consider ways they can create connections with children through developmentally appropriate practices.

Developing Relationships, Communication, and Identity

1998 ◽  
Vol 21 (5) ◽  
pp. 28-29 ◽  
Author(s):  
Tracy L. Cross
Keyword(s):  
Gifted Students ◽  
Emotional Needs ◽  
Average Ability ◽  
Social And Emotional ◽  
The Social

The following is the fourth in a series of columns on meeting the social and emotional needs of gifted students where I provide a number of ideas that teachers, parents, and counselors can consider as they work on behalf of gifted students. Many of the ideas are equally applicable to gifted students and students of average ability.

Addressing the Social and Emotional Needs of Refugee Adolescents in Schools: Learning From the Experiences of School Counselors

2017 ◽  
Vol 4 (1) ◽  
pp. 81-100 ◽  
Author(s):  
Amanda D. Rumsey ◽  
Nedeljko Golubovic ◽  
Nikki Elston ◽  
Catherine Y. Chang ◽  
Andrea Dixon ◽  
...  
Keyword(s):  
School Counselors ◽  
Emotional Needs ◽  
Social And Emotional ◽  
The Social
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