Promoting children's ethical development through social and emotional learning

Devaney, Elizabeth; O’Brien, Mary Utne; Tavegia, Mary; Resnik, Hank

doi:10.1002/yd.145

Cited by 14 publications

(8 citation statements)

References 1 publication

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“…Survey questions were based on findings from the literature on SEL programming (CASEL, 2002;Devaney, O'Brien, Tavegia, & Resnik, 2006;Elias et al, 2003;Greenberg et al, 2003;Lopes & Salovey, 2004;Payton et al, 2000;Zins et al, 2004). Questions were both broad and specific, and designed to target teachers' knowledge regarding SEL, perceived benefits, use, barriers to SEL programming, and general attitudes toward implementation.…”

Section: Survey Administrationmentioning

confidence: 99%

Social and Emotional Learning in Classrooms: A Survey of Teachers’ Knowledge, Perceptions, and Practices

Buchanan¹,

Gueldner

Tran

et al. 2009

Journal of Applied School Psychology

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Section: Survey Administrationmentioning

confidence: 99%

Social and Emotional Learning in Classrooms: A Survey of Teachers’ Knowledge, Perceptions, and Practices

Buchanan¹,

Gueldner

Tran

et al. 2009

Journal of Applied School Psychology

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“…This broad description is consistent with the specific outcomes used for this study (in parentheses). As described in recent research (see Devaney et al 2006;Elias and Arnold 2006;Elias, O'Brien, and Weissberg, 2006;Greenberg et al 2005), these indicators consist of positive interactions with teachers and peers (peer relationships), emotion knowledge (acting-out behaviors and shyness), emotion regulatory abilities (frustration tolerance and task orientation), relationship skills (assertive social skills) and participation in special education programs for behavior problems (see Carlton 2000;Howes and Smith 1995;Izard et al 2001;Jacobsen and Hofmann 1997;O'Neil et al 1997).…”

Section: Characterising Social and Emotional Competencementioning

confidence: 94%

“…Over the past three decades, research on the development of social and emotional competence for at-risk youth has become more systematic and sophisticated (see Devaney et al 2006;Elias and Arnold 2006;Elias, O'Brien, and Weissberg 2006;Embry 2002;Fraser, Kirby, and Smokowski 2004;Greenberg et al 2005;Greenberg, Domitrovich, and Bumbarger 2001;Kam, Greenberg, and Kusche´2004;Luthar, Cicchetti, and Becker 2000;Niles, Reynolds, and Nagasawa 2006;Reynolds 2000;Shaw et al 2003). These studies have helped promote important progress in early childhood educational research.…”

mentioning

confidence: 93%

Early childhood intervention and early adolescent social and emotional competence: second-generation evaluation evidence from the Chicago Longitudinal Study

Niles

Reynolds²,

Roe‐Sepowitz

2008

Educational Research

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Background: To explore whether social or emotional outcomes for high-risk early adolescent youth that attended an established preventive intervention called the Chicago Child-Parent Center Preschool Program (CPC) are moderated by individual, family and program variations. Purpose: Two questions are addressed: (1) Do the effects of CPC preschool participation on early adolescent social and emotional competency vary by sex of child, family risk status, parent education and family structure? (2) Do estimated effects on early adolescent social and emotional competency vary by program length in the preschool and school-age components of the program? Programme description: Located in or close to elementary schools in the Chicago public school system, the CPC program provides educational and family-support services to children between the ages of 3 and 9 (preschool to 2nd or 3rd grade). Within a structure of comprehensive services similar to Head Start, the intervention emphasises the acquisition of basic skills in language arts and math through relatively structured but diverse learning experiences that include teacher-directed, whole-class instruction, small-group and individualised activities, and frequent field trips. Sample: Data for this investigation were drawn from the Chicago Longitudinal Study (CLS). The CLS follows a cohort of 1539 disadvantaged, minority children (93% African-American, 7% Latino or Other) who were born in 1980 and attended kindergarten programs within the Chicago Public School System in 1985/86. Out of the full sample of 1539, a subset of 989 children (64% of the sample) received preschool services from one of Chicago's 20 Child-Parent Center (CPC) programs. An additional set of 550 children (36% of the sample) did not attend CPC preschool and serve as a non-CPC comparison group. The study sample are 1378 primarily African-American youth who participated in the CLS and had scores for two or more identifiable social and emotional competency indicators by age 15. Design and methods: Follow-up of a non-randomised alternative intervention matched-group cohort at age 15 years. Differential effects were estimated using multiple regression. Program interaction terms (e.g., program 6 sex or program 6 parent high school graduate) were added to the basic regression model specification that already included the main effects of each variable included in the interaction. Results: Some 12% (or 11 of 92) of the interaction terms for social and emotional outcomes by age 15 were significant at the 0.01 or 0.05 level. The most frequently detected differential effects were for family risk level (high or low) and sex of child. Conclusions: Most children appear to benefit equally from participation in the CPC program. The prediction from ecological theory that children experiencing a large number of environmental risk factors (e.g., high family risk status and low

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“…A number of conceptual articles argue that SEL programs will help children not only behave better, but also feel better (e.g. Devaney, 2005). Bird and Sultmann (2010) contend that SEL can help students feel more well liked and appreciate others more.…”

Section: Social-emotional Learningmentioning

confidence: 99%

Unruly affect in the kindergarten classroom: A critical analysis of social-emotional learning

Stearns

2018

Contemporary Issues in Early Childhood

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This article offers a critique of social-emotional learning programs through the lens of psychoanalytic theory and with a particular focus on the theoretical contributions of Kleinian psychoanalysis. In particular, the article draws on concepts of affective positions to show that social-emotional learning is mired in a paranoid-schizoid mentality that does not allow for ambivalence or exploration of disappointment. The article contends that social-emotional learning offers a rendition of learning that makes too little space for negative affect and difficult feelings, including aggression and excitement, in the early childhood classroom. After reviewing literature about social-emotional learning, showing the importance in social-emotional learning discourse of positive affect, the regulated self, and the managed classroom, the article explicates the concepts of paranoid-schizoid and depressive functioning, showing what the depressive position in particular might imply for learning and classroom relationships. The article draws on three vignettes from a qualitative research project in a public kindergarten classroom, theorizing these vignettes via a psychoanalytic lens. It argues for the importance of making space for negative affect, aggression, and awareness of the body in the classroom, showing how working with and through these phenomena allows for creativity and learning.

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Promoting children's ethical development through social and emotional learning

Abstract: If learning is a social process, then youngsters need more than academic instruction. The authors describe a method for helping youth to develop caring and concern for others, establish positive relationships, and make responsible decisions.

Cited by 14 publications

References 1 publication

Social and Emotional Learning in Classrooms: A Survey of Teachers’ Knowledge, Perceptions, and Practices

Social and Emotional Learning in Classrooms: A Survey of Teachers’ Knowledge, Perceptions, and Practices

Early childhood intervention and early adolescent social and emotional competence: second-generation evaluation evidence from the Chicago Longitudinal Study

Unruly affect in the kindergarten classroom: A critical analysis of social-emotional learning

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