Aspects of socio-emotional learning in Taiwan’s pre-schools: an exploratory study of teachers’ perspectives

Wilkinson, J. Eric; Kao, Chia‐Pin

doi:10.1186/s40723-019-0057-6

Cited by 13 publications

(8 citation statements)

References 37 publications

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“…Children are primarily socialized by their families to become useful and prosocial members of society. However, when families fail, socialization may be disrupted, adults may become tense, and children may suffer a wide range of negative consequences, including maladjustment and involvement in aggressive and antisocial conduct (Annisa et al, 2020;Wilkinson & Kao, 2019). Based on the observation prior to this research shows that students who come from broken home families still have difficulty expressing opinions and are not able to respond to what other students think about them.…”

Section: Introductionmentioning

confidence: 90%

Group Counselling Services with Problem Solving Techniques in Improving Interpersonal Communication Skills of Students from Broken Home Family

Nasution,

Sidabutar,

Damayanti

2023

JPP

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Communication between parents and adolescents is undoubtedly the most important process in forming social attitudes and behavior of children. This study aims to analyze the effect of group counselling services with problem solving towards students' interpersonal communication skills. Quantitative approach is applied using the quasi-experimental method of the one pre-test post-test group design. Ten students from broken home families in tenth grade were selected using a purposive sampling technique to involve as a subject of the study. The data were collected using a valid and reliable scale instrument developed by the researchers themselves. This scale was given to the subject before and after the treatment. Both descriptive statistics and the Wilcoxon test were employed to analyze the collected data. The analysis results show that there is a difference in score from the pre-test and post-test for 33.8. This result shows that there is an increase in students' interpersonal communication skills for 35.2% since the group counselling services with problem solving implemented to the subject. Moreover, the Wilcoxon test analysis examines that there is a change and significant effect of group counselling services with problem solving on broken home students' interpersonal communication skills since W stat > W table (21>8; p:0.05). Group guidance services using problem solving techniques have an effect on improving interpersonal communication skills of students from broken home family backgrounds. This is marked by a change in students' interpersonal communication skills that were previously low and are now increasing.

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Section: Introductionmentioning

confidence: 90%

Group Counselling Services with Problem Solving Techniques in Improving Interpersonal Communication Skills of Students from Broken Home Family

Nasution,

Sidabutar,

Damayanti

2023

JPP

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“…Reflecting their academic-and examination-oriented education systems, East Asian societies, especially China (Zong et al, 2024), Hong Kong (Wu & Mok, 2017), and Taiwan (Wilkinson & Kao, 2019), tend to prioritize academic pursuits over SEL. Even if teachers desire to integrate SEL in their teaching, there appears to be a lack of professional learning in SEL, let alone SET strategies, for teachers in these Chinese cultural contexts.…”

Section: Cultural Variations and Educational Priorities In Selmentioning

confidence: 99%

Weaving the Fabric of Social and Emotional Learning in the Context of Teaching: A Study in Hong Kong Kindergarten Classrooms

Chen,

Liang,

Lin

2024

Early Childhood Educ J

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This study investigated how children’s social and emotional learning (SEL) might reflect their teachers’ social and emotional teaching (SET) by means of social learning. To this end, the research team conducted 20 videotaped observation sessions of four teachers’ SET and 71 children’s SEL during whole-group instruction in four kindergarten classrooms in Hong Kong. The research team coded SET and SEL based on teacher and child utterances for evidence of the CASEL’s five key social and emotional competencies (Self-Awareness, Self-Management, Social Awareness, Relationship Skills, and Responsible Decision-Making). Additionally, we coded a one-on-one correspondence between each competency and one of the four strategies identified (Telling/Commanding/Directing, Explaining, Asking Questions, and Affirming/Confirming). Both the teachers and children evidenced Responsible Decision-Making the most. Except for Social Awareness, the teachers’ SET and children’s SEL in the other four competencies were correlated significantly and strongly. Furthermore, among the five strategies, teachers primarily utilized the Asking Questions strategy, while children predominantly corresponded with the Telling strategy. Significant correlations were observed among the strategies: between teachers’ Asking Questions and children’s Telling, between teachers’ Asking Questions and children's Explaining, between teachers’ Explaining and children's Explaining, Asking Questions, and Affirming/Confirming, and between teachers’ Affirming/Confirming and children’s Telling. These findings suggest that social learning was at work to guide children’s SEL in the context of their teachers’ SET.

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“…Coupled with such awareness is the child's ability of self-regulation (Gross & Thompson, 2006) which is a skill which young children start to learn in relation to their own emotions initially in the family and subsequently in the kindergarten. It is a crucial feature of socioemotional learning in early childhood which is not given the educational importance it deserves especially in some Asian cultures (Wilkinson & Kao, 2019). Related to self-regulation is the sociological concept of agency.…”

Section: The Components Of Social Justice Fairnessmentioning

confidence: 99%

Aspects of socio-emotional learning in Taiwan’s pre-schools: an exploratory study of teachers’ perspectives

Cited by 13 publications

References 37 publications

Group Counselling Services with Problem Solving Techniques in Improving Interpersonal Communication Skills of Students from Broken Home Family

Group Counselling Services with Problem Solving Techniques in Improving Interpersonal Communication Skills of Students from Broken Home Family

Weaving the Fabric of Social and Emotional Learning in the Context of Teaching: A Study in Hong Kong Kindergarten Classrooms

Social Justice in Educational Policy and Practice with Particular Reference to Early Childhood

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