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    Social and Emotional Learning.

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    Beulah
    Social and emotional learning involves helping children and adults develop skills like managing emotions, relationships, decision-making, and empathy. These skills are most rapidly developed in early childhood. Research shows that social-emotional skills are as important as cognitive skills for academic achievement. Universities must address students' holistic development, including social, emotional and intellectual skills, to help them understand themselves and others and deal with challenges. The five core components of social-emotional learning are self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. A growing body of research demonstrates that social-emotional learning programs improve academic performance and reduce behavioral issues.

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    Social and Emotional Learning.

    Uploaded by

    Beulah
    55 views3 pages
    Social and emotional learning involves helping children and adults develop skills like managing emotions, relationships, decision-making, and empathy. These skills are most rapidly developed in early childhood. Research shows that social-emotional skills are as important as cognitive skills for academic achievement. Universities must address students' holistic development, including social, emotional and intellectual skills, to help them understand themselves and others and deal with challenges. The five core components of social-emotional learning are self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. A growing body of research demonstrates that social-emotional learning programs improve academic performance and reduce behavioral issues.

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    Social and emotional learning involves helping children and adults develop skills like managing emotions, relationships, decision-making, and empathy. These skills are most rapidly developed in early childhood. Research shows that social-emotional skills are as important as cognitive skills for academic achievement. Universities must address students' holistic development, including social, emotional and intellectual skills, to help them understand themselves and others and deal with challenges. The five core components of social-emotional learning are self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. A growing body of research demonstrates that social-emotional learning programs improve academic performance and reduce behavioral issues.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    55 views3 pages

    Social and Emotional Learning.

    Uploaded by

    Beulah
    Social and emotional learning involves helping children and adults develop skills like managing emotions, relationships, decision-making, and empathy. These skills are most rapidly developed in early childhood. Research shows that social-emotional skills are as important as cognitive skills for academic achievement. Universities must address students' holistic development, including social, emotional and intellectual skills, to help them understand themselves and others and deal with challenges. The five core components of social-emotional learning are self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. A growing body of research demonstrates that social-emotional learning programs improve academic performance and reduce behavioral issues.

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    © All Rights Reserved
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    of 3

    Social and emotional learning is a process in which children and adults understand and manage

    emotions, develop good relationships, and decision-making capabilities, stress management, and show
    empathy. Maximum development of the brain happens before the age of five, so it is a crucial period
    for children to learn emotional skills. Emotional skills in children help them to learn critical skills like
    communication abilities, resolving conflicts, having empathy, showing kindness, and dealing with
    difficulties and challenges. Children face a number of situations that can have a negative effect on
    their social, and emotional well-being and academic achievement in today’s society. Fifty years ago,
    political leaders and social institutions were influential and highly respected. Children did not learn
    about sexual abuse by political, and religious leaders and business icons sent to prison due to their
    illegal, unethical harms of their employers in the morning newspaper and evening television. Today
    unethical behaviour became very common and new opportunities exist to engage in negative
    behaviours. Research shows that along with cognitive skills (reading, writing, critical thinking) social-
    emotional competence (collaboration skills, managing emotions, and attitudes, show empathy,
    maintaining positive relationships) is important for academic achievement. Similarly, in higher
    education, it is not enough to be experts in engineering, arts, sciences, business, law, music, dental,
    and pharmacy. Students may have stress regarding family, financial pressures, friendships,
    relationships, academic or work pressures. Universities must address the holistic development (social,
    emotional, intellectual) of students to understand themselves and people around them, reduce
    emotional distress, connecting with others, showing empathy and deal with challenges at school,
    college, home, and workplace. The five key components of social and emotional learning are social
    awareness, relationship skills, self-awareness, self-management, and responsible decision-making
    skills. Self-awareness is the ability to recognize one’s emotions, thoughts, feelings, and asses one’s
    strengths and limitations and identify their influence on behaviour. Self-management is the ability to
    regulate one’s emotions, thoughts, behaviours, managing stress and motivating oneself. Social
    awareness is the ability to show empathy, respect others, understand social and ethical norms,
    recognize school, family, and community partnerships. Relationship skills are the ability to establish
    and maintain good relationships with diverse groups, communicate, cooperate, negotiate conflicts,
    seek and provide help when needed. Responsible decision-making skills are the ability make
    constructive choices related to social norms, behaviour, evaluate the consequences of various actions,
    respond appropriately to situations considering ethicx, well-being of self and others. Students need to
    learn how to deal with failures, and depression and be competent. Research shows that social and
    emotional learning promotes academic achievement, positive behaviour and reduces risk taking
    behaviours
    SEL was formed when scholars from multiple fields—such as emotional intelligence, child
    development, prevention science, bullying prevention, and public health—came together in 1994
    to identify key skills and competencies students need to successfully navigate school and life.
    The term social and emotional learning is relatively new; however, the concepts of SEL have
    been used in education for a long time Programs that teach these skills are increasingly
    referred to as “Social and Emotional Learning (SEL)” programs To succeed in school, students
    need to be engaged, interested, and excited to be there. They need to know how to focus their
    attention on their work, keep trying even when they get discouraged or face setbacks, work
    effectively with other students and adults, and be good communicators and problem-solvers
    A growing body of research fi ndings has demonstrated that: • SEL promotes positive development
    among children and youth, reduces problem behaviors, and improves academic performance,
    citizenship, and health-related behaviors. Academic outcomes promoted by SEL include
    greater motivation to learn and commitment to school, increased time devoted to schoolwork and
    mastery of subject matter, improved attendance and graduation rates, and improved grades and test
    scores.
    SEL programs produce positive effects in students, they also prevent negative outcomes
    Founded in 1994 by a group that included Daniel Goleman, author of Social Intelligence and
    Emotional Intelligence, and educator-philanthropist Eileen Rockefeller Growald, the Collaborative for
    Academic, Social, and Emotional Learning (CASEL) has been a pioneer in the field of Social and
    Emotional Learning (SEL).

    The concept of SEL was propelled into the popular culture in 1995 with a book
    by New York Times science reporter Daniel Goleman. With support from Fetzer,
    Goleman published Emotional Intelligence: Why It Can Matter More Than IQ , in
    which he argued that character matters and, more significantly, the skills that build
    character can be taught

    In 1968, renowned child psychiatrist James P. Comer and the Yale Child Study


    Center created the Comer School Development Program (SDP). Comer
    suggested six developmental pathways: cognitive, social, psychological, linguistic,
    and ethical. The program was tested in two poor, predominantly African
    American elementary schools in New Haven, Connecticut In the 1980s, the
    Yale Child Study Center started field-testing SDP in other schools in New Haven
    —with similar success.
    1994 - CASEL organization formed
    The organization was formed to focus on research on Social Emotional Learning
    initiatives.

    In 1995, Daniel Goleman released his book, Emotional Intelligence: Why It Can


    Matter More than IQ Goleman stated that there are five key elements to
    emotional intelligence: 1. Self awareness, 2. Self regulation 3. Motivation 4.
    Empathy and 5. Social skills

     1997s: Promoting Social and Emotional Learning First SEL book published

    This period marked the school-based promotion of social competence—creating


    the first SEL framework.

    In the book Promoting Social and Emotional Learning: Guidelines for Educators,


    The authors include Maurice Elias, Joseph Zins, and Roger P. Weissberg. All of
    them are members of the Research and Guidelines Work Group of the
    Collaborative for the Advancement of Social and Emotional Learning (CASEL)
    In 1968, Dr. James Comer and his colleagues at Yale University’s Child
    Study Center began a program to put their ideas about supporting the
    “whole child” into practice at two schools in New Haven, Connecticut. By
    the early 1980s, the two schools saw a decline in behavior challenges and
    exceeded the national average in academic performance.

     The term "social and emotional learning (SEL) was coined in 1994 by the
    Fetzer Institute.

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