scholarly journals Social-Emotional Learning and Evaluation in After-School Care: A Working Model

2019 ◽  
Vol 14 (3) ◽  
pp. 130-145
Author(s):  
Dana Minney ◽  
Jaime Garcia ◽  
Joan Altobelli ◽  
Norma Perez-Brena ◽  
Elizabeth Blunk
Keyword(s):  
School Engagement ◽  
Emotional Competence ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
After School ◽  
Social Emotional ◽  
Social Emotional Competence ◽  
Positive Effects ◽  
School Care ◽  
After School Care

Social-emotional competence in children is an important area in which to develop and improve effective programs and evaluation. Research shows a positive association between social-emotional learning (SEL) and improvements in students’ conduct, social behavior, and school engagement as well as decreases in high-risk behaviors such as taking drugs, smoking and aggression. Extensive research points to the positive benefits of successful SEL curriculum in schools, but less research exists on SEL implementation in after-school care settings. Since social-emotional competence is correlated with higher positive effects and a decrease of negative effects in the social, behavioral, and academic outcomes of children exposed to these programs, more research is needed on the most effective format and environment for implementation. The purpose of this article is to review this research, and report the results of an evaluation comparing pre- and post-program survey data from children (n = 125; age range=4-11 years) attending an after-school program that has incorporated an SEL curriculum. Results showed significant increases in two SEL competencies: empathy and self-soothing. The advantages to providing both SEL instruction and evaluation in after-school care settings in addition to schools is also explored.

Social and Emotional Learning (SEL) Assessment in After-School Care

2021 ◽  
pp. 202-230
Author(s):  
Dana Minney
Keyword(s):  
Low Cost ◽  
After School Programs ◽  
Emotional Learning ◽  
Cost Evaluation ◽  
After School ◽  
Social Emotional ◽  
Social And Emotional ◽  
After School Program ◽  
School Care ◽  
After School Care

An abundance of research links children's social-emotional competence with positive school and life outcomes, but many barriers to widespread, high quality social-emotional learning (SEL) exist. Studies also found SEL delivered consistently and in coordination with other programs, both in and out of school, is more effective, but lack of unified standards, a supportive framework, and systematic approach prevent consistency and coordination of delivery. Process monitoring and impact evaluation help overcome barriers and improve implementation. After-school programs provide opportunities for quality SEL delivery and evaluation. This chapter reports results of an evaluation comparing pre- and post-program survey data from elementary school children (n = 98) in an after-school program that has incorporated an SEL curriculum. Results showed significant increases in the SEL competencies of self-management, social awareness, and social skills. The author also explored advantages of providing both SEL instruction and low-cost evaluation in after-school care settings in addition to schools.

Social-Emotional Learning and Students' Transition from Kindergarten to Primary School in Italy

2015 ◽  
pp. 241-258 ◽  
Author(s):  
Valeria Cavioni ◽  
Maria Assunta Zanetti
Keyword(s):  
Primary School ◽  
Emotional Competence ◽  
Positive Impact ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional ◽  
Social And Emotional ◽  
Learning Programs ◽  
Quasi Experimental ◽  
Teachers And Parents

The transition from kindergarten to primary school is a critical period in the development of children. Children who start primary school with good emotional and social skills have more friends, can easily establish new social relationships with peers and adults, and adjust better and achieve more at school. Although in the last couple of decades social-emotional learning programs have received considerable scientific attention in various countries, little is known about the implementation of such programs in the Italian context. This chapter describes a quasi-experimental study on the effectiveness of the implementation of a social-emotional program with Italian kindergarten children. Children's assessment by the researcher and reports from teachers and parents indicated that the program called “By Your Hand” had a positive impact on the social and emotional competence of children over time as they moved from kindergarten to primary school, with indications of enhanced emotional competence and reduced behaviour problems.

Using dialogic reading strategies to promote social-emotional skills for young students: An exploratory case study in an after-school program

2018 ◽  
Vol 16 (4) ◽  
pp. 436-448 ◽  
Author(s):  
Angel Fettig ◽  
Amy L Cook ◽  
Laura Morizio ◽  
Kaitlin Gould ◽  
Lauren Brodsky
Keyword(s):  
Reading Strategies ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Dialogic Reading ◽  
After School ◽  
Social Emotional ◽  
Emotional Skills ◽  
After School Program ◽  
Young Students

As educators begin to understand the need for a social-emotional learning curriculum for young students, finding opportunities to implement a curriculum that supports students’ social-emotional development is important. Research supports that using shared reading opportunities that are common in young students’ in-school and out-of-school routines to embed social-emotional learning could have potential impact for young students’ social emotional as well as academic development. This article describes an exploratory mixed-methods case study that examines the use of dialogic book reading strategies in promoting social-emotional skills of young elementary students in an after-school program in the United States. A pre–post case study design was employed to examine preliminary social-emotional outcomes. In addition, parent interviews were conducted to explore the perceived benefits of the intervention in the home environment. The results suggest that dialogic reading may be a helpful strategy to promote young students’ social-emotional learning. The implications for research and practice are discussed.

scholarly journals Effect of Social and Emotional Learning Approach on Students’ Social-Emotional Competence

2020 ◽  
Vol 13 (4) ◽  
pp. 663-676
Author(s):  
Ibrahim Ahmed ◽  
◽  
Aswati Binti Hamzah ◽  
Melissa Ng Lee Yen Binti Abdullah ◽  
◽  
...  
Keyword(s):  
Emotional Competence ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Learning Approach ◽  
Social Emotional ◽  
Social Emotional Competence ◽  
Social And Emotional

A Thematic and Content Analysis of Instructional and Rehearsal Procedures of Preschool Social Emotional Learning Programs

2017 ◽  
Vol 42 (3) ◽  
pp. 82-91 ◽  
Author(s):  
Antoinette White ◽  
Dennis William Moore ◽  
Marilyn Fleer ◽  
Angelika Anderson
Keyword(s):  
Content Analysis ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Early Years ◽  
Social Emotional ◽  
Evidence Based Practices ◽  
Learning Framework ◽  
Positive Effects ◽  
Learning Programs ◽  
Target Skills

RESEARCH HAS DOCUMENTED THE positive effects of social emotional learning (SEL), and educational policy developments and accepted learning standards are beginning to reflect these findings. However, how best to include evidence-based practices in the instruction of social emotional competencies in regular preschool settings is not yet fully understood. Through a thematic and content analysis, this study identifies the target skills, implementation, instructional and rehearsal procedures in eight effective preschool SEL programs. The analysis describes a differential relationship between target skills and instructional and rehearsal procedures. The findings highlight the relevance of particular procedures in the instruction of specific competencies, and in broader social emotional instruction. These findings may assist educators in instructional planning with current learning documents, such as the Early Years Learning Framework (DEEWR, 2009).

Social-Emotional Learning and Students' Transition From Kindergarten to Primary School in Italy

2019 ◽  
pp. 528-547
Author(s):  
Valeria Cavioni ◽  
Maria Assunta Zanetti
Keyword(s):  
Primary School ◽  
Emotional Competence ◽  
Positive Impact ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional ◽  
Social And Emotional ◽  
Learning Programs ◽  
Quasi Experimental ◽  
Teachers And Parents

The transition from kindergarten to primary school is a critical period in the development of children. Children who start primary school with good emotional and social skills have more friends, can easily establish new social relationships with peers and adults, and adjust better and achieve more at school. Although in the last couple of decades social-emotional learning programs have received considerable scientific attention in various countries, little is known about the implementation of such programs in the Italian context. This chapter describes a quasi-experimental study on the effectiveness of the implementation of a social-emotional program with Italian kindergarten children. Children's assessment by the researcher and reports from teachers and parents indicated that the program called “By Your Hand” had a positive impact on the social and emotional competence of children over time as they moved from kindergarten to primary school, with indications of enhanced emotional competence and reduced behaviour problems.

scholarly journals ENHANCING ACADEMIC PERFORMANCE & SOCIAL EMOTIONAL LEARNING (SEL) WITH THE BRAIN ENHANCEMENT PROGRAM (“BTE”)

2021 ◽  
Vol 6 (42) ◽  
pp. 111-132
Author(s):  
Chirag Bhikamchand Jain ◽  
Darshana Chirag Jain
Keyword(s):  
Academic Performance ◽  
Emotional Competence ◽  
Social Emotional Learning ◽  
Self Regulation ◽  
Emotional Learning ◽  
Brain Training ◽  
Social Emotional ◽  
Social And Emotional ◽  
The Impact ◽  
The Brain

Social Emotional Learning is a core competency in the coming future as mankind has created and invented a gadget, device or an app for almost most of technical and knowledge-based needs. Especially during the pandemic, the need for SEL programs becomes a necessity. The important process then remains to create individuals with sensitivity to navigate in such endowed systems, without feeling too powerful or at the polar end without feeling disconnected. It is undeniable society at large will be living with this sense of having the world at their fingertips! It is exactly because of this reason that it is necessary to be socially emotionally adjusted to co-exist with many such equally gifted or talented people around oneself. At the same time the children are exposed to the fast-paced world and ever demanding need to excel and perform better academically. The Brain Training Enhancement Program (“BTE”) is a scientifically designed well researched program using Neurofeedback to improve the brain ability of students in competitive exams. The A pre- and post-test quasi-experimental design was used to test the impact of a 10-week, online-based social and emotional learning (SEL) intervention, Brain Training Enhancement Program (“BTE”), on the academic performance and social and emotional competence of 12th grade students (N =82) in two classrooms in one school. Academic performance was assessed by report card grades done in the immediate past and immediately post intervention. Social and emotional competence was assessed with Psychometric Analysis and QEEG Measurements. Students in classrooms integrating BTE program had higher year-end grades and higher scores of social and emotional competences (e.g., Engagement, Self-Regulation, and Focus) compared to students in the comparison group. This study provides preliminary empirical evidence that SEL programs like BTE improve important student outcomes.

scholarly journals Effects of an After-School Program Focused on Physical Activity and Social–Emotional Learning

2020 ◽  
Vol 15 (6) ◽  
pp. 292-305
Author(s):  
Caitlin Olive ◽  
Bryan A. McCullick ◽  
Phillip Tomporowski ◽  
Karen Lux Gaudreault ◽  
Kelly Simonton
Keyword(s):  
Physical Activity ◽  
Character Development ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
After School ◽  
School Program ◽  
Social Emotional ◽  
The Social ◽  
After School Program ◽  
The Impact

The purpose of this study was to analyze the influence of a 4-week, physical activity-infused social–emotional and character development (SECD) intervention on students’ self-perceptions. Children (N=29) identified as “at risk” (The Great Schools Partnership, 2013) in Grades 2 through 5 who were enrolled in an after-school program participated in the study. A quasi-experimental design was used as children were placed into 2 groups at each after-school program (ASP) site. Data collection included student completion of the Social Emotional Learning Scale (SELS) prior to the intervention and the Social-Emotional Character Development Scale (SECD) pre- and post-intervention. A 2 x 2 repeated measures analysis of covariance (RM-ANCOVA) was used to evaluate main effects and interactions among the independent variables (group and time) on the dependent variable (SECDS). Several covariates were also accounted for when analyzing differences including grade, gender, and students’ baseline trait scores on the SELS. Although no statistical interactions were found, the trend in the data across the groups and grades does provide information for the impact and feasibility of this type of program. More research is needed including interventions with longer duration and studies with larger sample sizes.

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