Social-emotional learning and cultural competence : A Review
Keywords:
social and emotional learning, explicit instruction, reading achievementAbstract
Early Childhood Education Program (YCDI) was shown to have an impact on the social-emotional growth of 99 kids at a Catholic preparatory and grade 1 school in Melbourne, Australia. Ten weeks of YCDI lessons were given to one preparatory and one first-grade class at random, while the other preparatory and first-grade classes acted as the control group. Youngsters were taught perseverance, organization, and emotional resilience via the courses. An explicit, direct instruction program based on the “YCDI Early Childhood Curriculum was taught three times a week, supplemented with a wide range of social and emotional teaching approaches. Preparatory and grade 1 students showed statistically significant improvements in social-emotional competence and well being, as well as a decrease in problem behaviors (externalizing, internalizing, and hyperactivity problems) and an increase in reading achievement (decoding text) for lower-achieving students. With reference to the function of explicit instruction in early childhood social and emotional” development, these results are explored.
References
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