A Counselor‐Delivered Mindfulness and Social–Emotional Learning Intervention for Early Childhood Educators

2019 ◽  
Vol 58 (3) ◽  
pp. 184-203
Author(s):  
Alfredo F. Palacios ◽  
Matthew E. Lemberger‐Truelove
Keyword(s):  
Early Childhood ◽  
Social Emotional Learning ◽  
Early Childhood Educators ◽  
Emotional Learning ◽  
Social Emotional ◽  
Learning Intervention

Early childhood teacher research and social-emotional learning: Implications for the development of culturally sensitive curriculum in Singapore

2021 ◽  
pp. 147821032098349
Author(s):  
Weipeng Yang ◽  
Jaslene Peh ◽  
Siew Chin Ng
Keyword(s):  
Early Childhood ◽  
Conflict Resolution ◽  
Teacher Research ◽  
Social Emotional Learning ◽  
Self Regulation ◽  
Emotional Learning ◽  
Early Childhood Teacher ◽  
Early Childhood Curriculum ◽  
Social Emotional ◽  
Management Culture

Teacher research has been promoted as a context-relevant approach to improving children’s learning experiences in early childhood settings. In this article, we focus on social-emotional learning (SEL), a crucial domain of the early childhood curriculum, to illustrate the role of teacher research in changing early childhood teachers’ everyday practices. We present an informative project on facilitating toddlers’ conflict resolution to exemplify the process of early childhood teacher research for supporting SEL. Evidence of the teacher research project revealed that integrating the child-focused approach into the existing curriculum was beneficial for promoting children’s conflict resolution skills and self-regulation. As situated in the particular context of Singapore, this case of teacher research presents how to successfully innovate early childhood curriculum practices within sociocultural realities, which include the hierarchical management culture, the imbalance between pressure upon and support for teachers, and limited time and resources. Suggestions and implications for early childhood practitioners and policymakers are also discussed.

scholarly journals Study Protocol of a Distance Learning Intervention to Support Social Emotional Learning and Identity Development for Adolescents Using Interactive Mobile Technology

2021 ◽  
Vol 9 ◽  
Author(s):  
Megan Cherewick ◽  
Sarah Lebu ◽  
Christine Su ◽  
Lisa Richards ◽  
Prosper F. Njau ◽  
...  
Keyword(s):  
Distance Learning ◽  
Identity Development ◽  
Study Protocol ◽  
Low Income ◽  
Social Emotional Learning ◽  
Well Being ◽  
Emotional Learning ◽  
Social Emotional ◽  
Low Resource ◽  
Learning Intervention

Background: The maturational period from age 10 to 14—often referred to as very young adolescents (VYAs)—represents a dynamic period of learning and neurobehavioral development as individuals transition from childhood to adolescence. This developmental period presents a window of opportunity for strategic investment to improve trajectories of health, education and well-being among young people. More specifically, neurodevelopmental changes during pubertal maturation influence neural circuitry involved in processing emotions, risks, rewards and social relationships. Technology can be leveraged to create social emotional learning experiences for VYAs and provide opportunities for flexible, distance learning in low-income countries. The aim of this study protocol is to detail how insights from developmental science can be used to inform the intervention design, implementation and evaluation of a distance learning, social emotional learning intervention for VYAs.Methods: This study will be delivered to 500 VYAs in Temeke District, Dar es salaam. Study participants will watch culturally-relevant, animated videos on social emotional mindsets and skills and content will be paired with experiential learning activities over a period of 10 weeks. A nested smart-phone based study will practice learning social emotional skills and mindsets through engagement with multi-media material via the WhatsApp messenger application. Surveys and in-depth interviews will be administered to adolescents, their parents/caregivers and teachers before and after the intervention to evaluate the effect of the intervention on study outcomes.Discussion: This study is among the first to provide results on how to effectively design a distance-learning intervention to promote social emotional learning and identity development within a low-resource context. The findings will provide substantial evidence to inform new intervention approaches that are effective in low-resource contexts and strategies to reach scale among similar programs invested in leveraging technology to support adolescent health and development.Clinical Trial registration: Study registered with ClinicalTrials.gov. Identifier number NCT0445807.

scholarly journals We Are All In This Together: Supporting Hearts and Minds During Unprecedented Times

2021 ◽  
pp. 53-62
Author(s):  
Marie-Anne Hudson ◽  
Lori Huston
Keyword(s):  
Early Childhood ◽  
Professional Learning ◽  
Social Emotional Learning ◽  
Ways Of Knowing ◽  
Emotional Learning ◽  
Social Emotional ◽  
Learning Practices ◽  
Trauma Informed ◽  
Hearts And Minds

This article discusses the potential that trauma-informed pedagogy and social-emotional learning practices hold for supporting educators during the COVID-19 pandemic and beyond. The authors bring a critical lens to considering these approaches, noting some limitations and provisos in their use. We advocate for dialogue, mentorship, and professional learning in using them not only to support educators but to authentically include diverse ways of knowing, doing, and being in early childhood environments.

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.

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