Search results for "Social emotional learning"
showing 9 items of 19 documents
Promotion of Positive Behaviour and Social Emotional Development in Institutional Care
2018
Personnel working in institutional care have the important role of providing for the development of children who have experienced the trauma of being separated from their families. Personnel need to be emotionally responsive, able to form consistent, trusting, and long-term relationships with children, believe in them, support them in continuing education, and have high expectations for them. Despite these facts, there is no Latvian legal requirement for personnel working in institutional care to have a pedagogical education. This article describes the implementation of two professional in-service training programs: “Promotion of Positive Behaviour in Children with Institutional Care Experi…
The use of Technology in the promotion of Children's Emotional Intelligence: The multimedia program "Developing Emotional Intelligence"
2018
"Developing Emotional Intelligence” is an Italian language multimedia tool created for children between 8 and 12 years of age. The software is based on the four ‘branches’ of model of emotional intelligence proposed by Mayer and Salovey and aims to evaluate and improve abilities in perception of emotions; using emotion to facilitate thought; understanding emotions; and managing emotions. In the software, four characters represent the four branches of emotional intelligence and guide children through the ‘world of emotions’ using drawings, animations, music, sounds and verbal instructions. The software is comprised of two components, namely an assessment section (27 items) and a training sec…
EmoTIC: Impact of a game-based social-emotional programme on adolescents
2021
[EN] Introduction Technologies provide a brilliant opportunity to promote social-emotional competences, well-being and adjustment in adolescence. Game-based programmes and serious games are digital tools that pursue an educational goal in an attractive environment for adolescents. The purpose of this study was therefore to determine the effectiveness of emoTIC, a game-based social-emotional programme designed according to Mayer, Caruso, and Salovey's model of emotional intelligence. Materials and methods The participants were 119 adolescents between 11 and 15 years, randomly assigned to the experimental group and the control group. The adolescents completed questionnaires to assess their em…
The Development of the Dealing with Challenging Interaction (DCI) Method to Evaluate Teachers’ Social Interaction Skills
2012
The Dealing with Challenging Interaction (DCI) method was developed to measure social interaction skills of teacher study groups. The participants were 70 teachers from three schools. The inter-rater agreement, Cohen’s kappa, varied between 0.57- 1.00. The discriminant validity was supported by a cluster analysis differentiating between the skilful and less skilful teachers. The results of the supplementary instrument were equivalent to the cluster analysis maintaining criterion oriented validity of the method developed. The DCI appeared to be a reliable and valid tool for measuring teachers’ social interaction skills. Peer reviewed
Teachers’ Understanding of Evidence of Students’ Social Emotional Learning and Self-Reported Gains of Monitored Implementation of SEL Toolkit
2020
Aim. The aim of this study was to highlight and analyse teachers’ responses to the evidence of their students’ social emotional growth and teachers’ own gains from the monitored implementation of social emotional learning in their classes.
 Methods. The research group was composed of 312 teachers from Latvia and Slovenia, who were involved in the implementation of indirect social emotional learning through classroom instruction and formative assessment. A thematic analysis of the teachers’ written responses was performed.
 Results. A thematic analysis of the teachers’ responses indicated that initially they had mentioned mostly (expressed) general statements and only some small pa…
Access-Awareness-Agency (AAA) Model of Music-Based Social-Emotional Competence (MuSEC)
2019
Social–emotional competence (SEC) is a set of psychological resources, highly relevant for adaptive growth and wellbeing. Music has been argued to support social–emotional skills, yet there is little theoretical consensus about the underlying impact mechanisms and the special nature of music as a medium for SEC. This article presents a theoretical model of music-based SEC that combines research from general SEC models with music-specific literature from music psychology, music education, music therapy, and music for health and wellbeing. The proposed access-awareness-agency (AAA) model defines music-based social–emotional competence (MuSEC) as interplay of embodied access, reflective awaren…
The Development of Teachers' and Their Students' Social and Emotional Learning During the “Learning to Be Project”-Training Course in Five European C…
2021
This study was funded by a project Learning to Be: Development of Practices and Methodologies for Assessing Social, Emotional and Health Skills within Education Systems (#4120034) in the framework of Erasmus+ KA3 program (582955-EPP-1-2016-2-LT-EPPKA3-PI-POLICY). We are also grateful for funding by the Academy of Finland (#308352) and Finnish Strategic Research Council (#327242).
Using the Storytelling Method to Hear Children’s Perspectives and Promote Their Social-Emotional Competence
2019
This study investigated the use of a playful, narrative, vignette-based method, called Story Magician’s Play Time (SMPT), in supporting children’s social-emotional reasoning and in helping children practice their social skills. We set out to examine (a) in what ways children use SMPT sessions to explore social interaction situations and to practice social skills, and (b) what story content and narrative play behavior during the SMPT sessions reveal about the social-emotional competence of children, in terms of acquisition and performance skills. The data were collected during SMPT storytelling sessions where 5- to 6-year-old children narrated stories of familiar but challenging daily situa…
The Emotion Detectives Game: Supporting the Social-emotional Competence of Young Children
2017
The potential of digital games to enhance learning in different areas of child development has drawn increasing interest amid growing concern about children’s emotional well-being, social-emotional difficulties, and problem behaviors alongside diminishing economic resources for intervention and habilitation. However, digital games designed to promote social-emotional competence are surprisingly scarce. In this chapter, we explore children’s use of the digital game Emotion Detectives (ED), designed to promote children’s acquisition of emotional knowledge skills (e.g., recognizing, appreciating, and understanding emotions and their expressions), prosocial behaviors (e.g., helping, sharing, co…