Embodied and Social-Emotional Learning (SEL) in Early Childhood: Situating Culturally Relevant SEL in Asian, African, and North American Contexts

Hayashi, Akiko; Liew, Jeffrey; Aguilar, Samantha D.; Nyanamba, Juliet M; Zhao, Yingying

doi:10.1080/10409289.2021.2024062

Cited by 25 publications

(11 citation statements)

References 58 publications

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“…Therefore, updating and optimizing technology use for learning purposes is strongly needed. Regarding policies and practices connected to SEL curricula, the related stakeholders must examine the background and needs of the learners, families, and communities served in order to administer and promote effective SEL programs in varied and multicultural contexts (Hayashi et al, 2022). Additionally, lack of information about SEL in teacher preparation program also become contributing factor of this study findings.…”

Section: Technological-related Contributionmentioning

confidence: 96%

Social and emotional learning (SEL): How does it develop and contribute to pre-service English teachers’ identity?

2023

pegegog

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Teachers and students feel that social and emotional learning (SEL) contributes to good professional growth, fewer issues, and greater academic accomplishment. Comprehensive understanding of how pre-service English teachers develop teaching skill and social emotional learning in the same time that covers five principles in SEL-self-awareness, self-management, social-awareness, relationship skill, and responsible decision making-during school-based teaching practice is believed crucial to grow professional development. Highlighting the transition period experienced by pre-service English teachers. The purpose of this research was to see how pre-service English teachers in Indonesia applied social emotional learning to develop their teacher identities while giving instruction in English classes. A total of 15 pre-service teachers from five different teacher education programs took part in this qualitative study. A semi-structured interview was used, along with self-reflection reports on SEL concepts. The results of this investigation reveal that throughout their teaching experience in diverse school settings, pre-service English teachers grow and adapt their identities by engaging with various socializing elements and experiencing various emotions. The main themes for discussion are divided into contributions relating to pedagogy and contributions related to technology in addition to SEL connection wirh teacher belief change and reflective practice. The implications for teacher professional education and pre-service teacher education are also discussed, as well as the benefits and obstacles of supporting SEL in ELT.

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Section: Technological-related Contributionmentioning

confidence: 96%

Social and emotional learning (SEL): How does it develop and contribute to pre-service English teachers’ identity?

2023

pegegog

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“…Digital technologies also afford embodied learning, enhancing children's STEM and computational thinking (Aranda et al, 2022;Ehsan et al, 2018Ehsan et al, , 2019. Socioemotional learning also benefits from embodied experiences in real-world contexts (Hayashi et al, 2022;Pouw et al, 2014).…”

Section: Technology-enhanced Embodied Learning In Early Childhood Edu...mentioning

confidence: 99%

Artificial intelligence education for young children: A case study of technology‐enhanced embodied learning

Yang,

Hu,

Yeter

et al. 2023

Computer Assisted Learning

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BackgroundArtificial Intelligence (AI) literacy is a crucial part of digital literacy that all individuals should possess in today's technologically advanced world. Despite the potential benefits that AI education offers, little research has been done on how to teach AI literacy to children.ObjectivesThis study aimed to fill that gap by investigating how children were engaged in AI literacy activities that are supported by intelligent agents. These activities were implemented in a Hong Kong kindergarten with a class of six 5‐year‐olds (Mage = 62.83 months, SD = 2.91) over a 6‐week period.MethodsThe study gathered data from multiple sources, including classroom observations, teacher interviews, and documents/artefacts.Results and ConclusionsThe results showed that children could learn about AI through interaction with intelligent agents in embodied learning contexts. The findings of this study have implications for the broader field of digital technology education, particularly in the context of early childhood education.

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“…Third, African folktales are not monologues. They are told in suspenseful, engaging ways, and require the audience to pay attention so that they are ready to follow instructions, as the audience is usually required to make responses (e.g., through antiphony or call-and-response; Motsei and Phindane, 2021 ; Hayashi et al, 2022 ). In many African traditions, the audience may also interrupt the performance of a folktale in order to make comments ( Essegbey, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

Folktales as indigenous pedagogic tools for educating school children: A mixed methods study among the Nso of Cameroon

Wiysahnyuy

Valentine²

2023

Front. Psychol.

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In many low and middle-income countries, schools are sites of cross-cultural contact and conflict due to a mismatch between the learning priorities and pedagogical practices used in children’s homes and those they encounter in school. The alien nature of school as a learning context contributes to several negative outcomes. It hampers children’s acquisition of academic skills, limits their parents’ engagement in their schooling and prevents schools from benefiting from the learning resources and pedagogical practices available in the local context. To prevent this, many low and middle-income countries are considering the feasibility of incorporating local cultural activities into the school curriculum as a means of bridging the cultural divide between schools and the communities they serve. This research aims to inform these decisions through a case study of stakeholders’ views towards the integration of a specific indigenous pedagogic tool, folktales into school settings in Cameroon, Central Africa. Qualitative data were gathered from 20 teachers and 15 parents in Kumbo, the capital of the Nso Kingdom where traditional child-rearing customs remain strong. A thematic analysis of the data revealed that most parents told their children folktales as one component in an indigenous participatory pedagogy designed to stimulates some cognitive skills and enhance moral development among children. Most teachers and parents believed that there were many potential importance of integrating folktales into schools as a traditional pedagogy for schoolteachers’ professional practice. All teachers reported that they used folktales during lessons and/or pupils’ free time. Like parents, teachers both narrated folktales and invited children to narrate them though some parents indicated that it was not necessary. This pattern of findings supports the conclusion that folktales provide invaluable pedagogic values and prospects for schools and formal education in general. Caution should be exercised in any attempt to generalize these findings because the sample and the geographical site were limited. However, this study suggests that folktales may be a readily available indigenous pedagogic tool that has both a high level of acceptability among teachers and parents and can be effective in bridging the cultural divide between schools and communities in many low and middle-income countries.

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Embodied and Social-Emotional Learning (SEL) in Early Childhood: Situating Culturally Relevant SEL in Asian, African, and North American Contexts

Cited by 25 publications

References 58 publications

Social and emotional learning (SEL): How does it develop and contribute to pre-service English teachers’ identity?

Social and emotional learning (SEL): How does it develop and contribute to pre-service English teachers’ identity?

Artificial intelligence education for young children: A case study of technology‐enhanced embodied learning

Folktales as indigenous pedagogic tools for educating school children: A mixed methods study among the Nso of Cameroon

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