Promoting social, emotional and behavioural skills through circle time and circles of support

The research was conducted at KB Smart Rokan Hilir Hamper Stone with data sources consisting of managers, educators, and students in Smart KB. The purpose of this study was to explain the management of early childhood education (PAUD) learning in Smart KB in Batu Hampar District, Rokan Hilir Regency. Data collection techniques in this study were interviews, observation, and documentation. The results of this study are (1) PAUD learning syllabus in the form of semester planning, weekly planning, and daily/meeting planning. Planning is done by paying attention to the level of development, needs, interests, and characteristics of students, and aspects of development include religious and moral, motoric, cognitive, language and social-emotional values. (2) The implementation of learning in Smart KB starts with (a) happy morning, (b) habituation activities, (c) transition, (d) environmental footing, (e) footing before playing, (f) footing during playing, (g) footing after playing, (h) introduction of prayer, and (i) closing. The implementation of learning uses the method of playing while learning through center class learning with the Beyond Center and Circle Time (BCCT) approach, and the question and answer method, stories, role-playing or direct field practice. Activities are carried out in a comfortable, safe, clean and healthy playing environment. (3) Assessment of learning in Smart KB is done by observing at any time not during the KBM until the learning is finished. through observation, recording anecdotes, and portfolios.

Download Full-text

EVALUASI GERAKAN SEKOLAH MENYENANGKAN MELALUI METODE SOCIAL EMOTIONAL LEARNING (SEL) SELAMA PANDEMI COVID-19 DI SDN REJODANI SLEMAN

journal EVALUASI ◽

10.32478/evaluasi.v5i2.735 ◽

2021 ◽

Vol 5 (2) ◽

pp. 255

Author(s):

Aisya Rahma Fadhilla ◽

Suyadi Suyadi

Keyword(s):

Social Emotional Learning ◽

Emotional Learning ◽

Input Process ◽

Social Emotional ◽

Circle Time

Salah satu problem yang dihadapi pendidikan Indonesia adalah anggapan bahwa sekolah bukan lagi sebagai tempat yang menyenangkan bagi siswa. Guru hanya fokus pada konten materi pelajaran untuk mengejar nilai dan rangking sekolah sehingga nilai sosial dan emotional serta karakter cenderung dilupakan. Hal ini menunjukkan bahwa sekolah dipandang kurang menyenangkan. Gerakan sekolah menyenangkan adalah gerakan sosial bersama guru untuk mencipatakan budaya belajar kritis, kreatif, mandiri dan menyenangkan di sekolah. Penelitian ini bertujuan untuk mengevaulasi program gerakan sekolah menyenangkan yang dilakukan oleh SD Negeri Redjodani. Penelitian ini merupakan peneltian evaluasi dengan model CIPP yang dikembangkan oleh Stuflebeam yang mendasarkan pada konteks, input, proses, dan produk suatu program sebagai komponen yang dievaluasi. Teknik pengumpulan data menggunakan teknik wawancara, observasi, dan dokumentasi, sedangkan analisis data menggunakan teknik analisis data kualitatif. Hasil penelitian menunjukan bahwa melalui metode social emotional learning (SEL) pembelajaran di SDN Rejodani menjadi menyenangkan dengan berbagai macam bentuk kegiatan dari guru untuk guru maupun daru guru untuk siswa serta dari orang tua untuk siswa diantaranya yaitu; Workhsop GSM; Circle Time; Project; Zona Emosi; Zona Cita-cita; Zona Harapan Orang Tua; Kantung Kebaikan; dan Jurnal Harian. Ditinjau dari efektivitas konteks, input, process,dan product pada program Gerakan Sekolah Menyenangkan melalui metode SEL secara keseluruhan efektivitas program Gerakan Sekolah Menyenangkan melalui metode SEL sudah dapat dikatakan “efektif” karena tiga komponen dari empat komponen yang dievaluasi sudah dapat dinyatakan terpenuhi secara optimal. Hasil evaluasi yang telah dilaksanakan oleh peneliti menghasilkan rekomendasi untuk “merevisi program”, dikarenakan masih terdapat satu kompenen yang belum dapat dinilai efektif dan masih perlu diadakannya perbaikan yang berkelanjutan.

Download Full-text

Individual differences, social attention, and the history of the social motivation hypotheses of autism

Behavioral and Brain Sciences ◽

10.1017/s0140525x18002509 ◽

2019 ◽

Vol 42 ◽

Author(s):

Peter C. Mundy

Keyword(s):

Individual Differences ◽

Early Development ◽

Emotional Development ◽

Social Motivation ◽

Social Attention ◽

Social Emotional Development ◽

Social Emotional ◽

Precise Understanding ◽

The Social ◽

History Of

Abstract The stereotype of people with autism as unresponsive or uninterested in other people was prominent in the 1980s. However, this view of autism has steadily given way to recognition of important individual differences in the social-emotional development of affected people and a more precise understanding of the possible role social motivation has in their early development.

Download Full-text

The parent-offspring microbiome and neurobehavioral development

Behavioral and Brain Sciences ◽

10.1017/s0140525x18002819 ◽

2019 ◽

Vol 42 ◽

Author(s):

Jeffrey R. Alberts ◽

Christopher Harshaw ◽

Gregory E. Demas ◽

Cara L. Wellman ◽

Ardythe L. Morrow

Keyword(s):

Mammalian Species ◽

Social Emotional ◽

Behavioral Measures ◽

Neurobehavioral Development ◽

Emotional Function ◽

Neurobehavioral Outcomes ◽

Methodological Approaches ◽

And Behavior

Abstract We identify the significance and typical requirements of developmental analyses of the microbiome-gut-brain (MGB) in parents, offspring, and parent-offspring relations, which have particular importance for neurobehavioral outcomes in mammalian species, including humans. We call for a focus on behavioral measures of social-emotional function. Methodological approaches to interpreting relations between the microbiota and behavior are discussed.

Download Full-text

School-Based Speech-Language Pathologists' Perceived Self-Efficacy in Conducting Multidimensional Treatment With Children Who Stutter

Language Speech and Hearing Services in Schools ◽

10.1044/2020_lshss-20-00044 ◽

2020 ◽

Vol 51 (4) ◽

pp. 1172-1186

Author(s):

Carolina Beita-Ell ◽

Michael P. Boyle

Keyword(s):

Self Efficacy ◽

Clinical Training ◽

Online Survey ◽

The United States ◽

Comfort Level ◽

Social Emotional ◽

Speech Language Pathologists ◽

Fluency Disorders ◽

Cognitive Components ◽

School Based

Purpose The purposes of this study were to examine the self-efficacy of school-based speech-language pathologists (SLPs) in conducting multidimensional treatment with children who stutter (CWS) and to identify correlates of self-efficacy in treating speech-related, social, emotional, and cognitive domains of stuttering. Method Three hundred twenty randomly selected school-based SLPs across the United States responded to an online survey that contained self-efficacy scales related to speech, social, emotional, and cognitive components of stuttering. These ratings were analyzed in relation to participants' beliefs about stuttering treatment and their comfort level in treating CWS, perceived success in therapy, and empathy levels, in addition to their academic and clinical training in fluency disorders as well as demographic information. Results Overall, SLPs reported moderate levels of self-efficacy on each self-efficacy scale and on a measure of total self-efficacy. Significant positive associations were observed between SLPs' self-efficacy perceptions and their comfort level in treating CWS, self-reported success in treatment, beliefs about the importance of multidimensional treatment, and self-reported empathy. There were some discrepancies between what SLPs believed was important to address in stuttering therapy and how they measured success in therapy. Conclusions Among school-based SLPs, self-efficacy for treating school-age CWS with a multidimensional approach appears stronger than previously reported; however, more progress in training and experience is needed for SLPs to feel highly self-efficacious in these areas. Continuing to improve clinician self-efficacy for stuttering treatment through improved academic training and increased clinical experiences should remain a high priority in order to enhance outcomes for CWS. Supplemental Material https://doi.org/10.23641/asha.12978194

Download Full-text

Language and Behavior Disorders in School-Age Children: Comorbidity and Communication in the Classroom

Perspectives on School-Based Issues ◽

10.1044/sbi13.4.111 ◽

2012 ◽

Vol 13 (4) ◽

pp. 111-119 ◽

Cited By ~ 3

Author(s):

Alexandra Hollo

Keyword(s):

Language Impairment ◽

Mental Health Problems ◽

Language Disorder ◽

School Age Children ◽

School Age ◽

Social Emotional ◽

Behavioral Support ◽

School Professionals ◽

Development Characteristic ◽

And Behavior

Language development is the foundation for competence in social, emotional, behavioral, and academic performance. Although language impairment (LI) is known to co-occur with behavioral and mental health problems, LI is likely to be overlooked in school-age children with emotional and behavioral disorders (EBD; Hollo, Wehby, & Oliver, in press). Because language deficits may contribute to the problem behavior and poor social development characteristic of children with EBD, the consequences of an undiagnosed language disorder can be devastating. Implications include the need to train school professionals to recognize communication deficits. Further, it is critically important that specialists collaborate to provide linguistic and behavioral support for students with EBD and LI.

Download Full-text