Promoting Social and Emotional Learning in Second Grade Students: A Study of the Strong Start Curriculum

Caldarella, Paul; Christensen, Lynnette; Krämer, Thomas; Kronmiller, Kalli

doi:10.1007/s10643-009-0321-4

Cited by 52 publications

(62 citation statements)

References 14 publications

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“…Education policy should be directed to develop the school environment as a developmental place of emotional and social intelligence. In some countries the concept is integrated into the Social Emotional Learning (SEL) based curriculum at different levels of education (Iaosanurak, Chanchalor, & Murphy, 2015;Ashdown & Bernard, 2012;Gunter, Caldarella, Korth, & Young, 2012;Caldarella, Kramer, & Kronmiller, 2009). Elementary school students have unique characteristics, and they require special treatment regularly and sustainably regarding their emotions.…”

Section: Introductionmentioning

confidence: 99%

Emotional intelligence among auditory, reading, and kinesthetic learning styles of elementary school students in Ambon-Indonesia

Leasa

Corebima

Ibrohim

et al. 2017

iejee

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Students have unique ways in managing the information in their learning process. VARK learning styles associated with memory are considered to have an effect on emotional intelligence. This quasi-experimental research was conducted to compare the emotional intelligence among the students having auditory, reading, and kinesthetic learning styles in elementary school in Ambon-Maluku. Emotional intelligence was measured by a questionnaire developed based on the theory of emotional intelligence according to Goleman (19 98). The learning style instrument was adapted from Fleming (2001). The results of this research show that learning styles have significant effect on emotional intelligence. Kinesthetic learners have a higher emotional intelligence than those of the auditory and reading learners, as much as 8.35% and 6.11% respectively. This research recommends that schools and teachers need to provide a conducive learning environment, including utilizing constructivist learning strategies which are appropriate with the development of the elementary school students. Further researches are required to investigate the changes of the students' learning styles along with their development into higher education levels, and its effect on their emotional intelligence.

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Section: Introductionmentioning

confidence: 99%

Emotional intelligence among auditory, reading, and kinesthetic learning styles of elementary school students in Ambon-Indonesia

Leasa

Corebima

Ibrohim

et al. 2017

iejee

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“…Regarding mental health problems, SEL programs proved efficient in reducing depression (Lewis et al, 2013;Schonert-Reichl et al, 2015), general anxiety (Bavarian et al, 2013), social anxiety (Coelho, Marchante, & Sousa, 2015) and other emotional problems (Humphrey, Kalambouka, Wigelsworth, & Lendrum, 2010;Muratori et al, 2015). Also, other studies reported an increase in social and emotional competencies (Bierman, Nix, Greenberg, Blair, & Domitrovich, 2008;Caldarella, Christensen, Kramer, & Kronmiller, 2009;Castillo, Salguero, Fernandez-Berrocal, & Balluerka, 2013;Pendry, Carr, Smith, & Roeter, 2014). Moreover, social and emotional learning programs have shown positive results in increasing academic performance in youth (Bradley, Galvin, Atkinson, & Tomasino, 2012;Bavarian et al, 2013).…”

Section: Social Emotional Learningmentioning

confidence: 94%

A meta-analytic study investigating the efficiency of socio-emotional learning programs on the development of children and adolescents

Boncu¹,

Costea²,

Minulescu³

2017

RJAP

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The aim of the present study was to investigate the impact of Social Emotional Learning (SEL) programs on different youth behavioral outcomes. The previous meta-analysis on school-based SEL programs reported a small but significant effect of SEL on the emotional and behavioral outcomes. We found 33 articles with 37 studies, with 32 742 subjects, comparing an intervention with a control group to assess the effect of SEL program. Results have shown a statistically significant effect size for programs delivering SEL (g = .31). Significant effect sizes were reported for specific outcomes involved in the analysis. Concluding, our meta-analysis supports the previous findings from the scientific literature regarding the impact of SEL programs. Practical implications are discussed.

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“…There have been limited studies about the application of the social science curriculum in early childhood education (e.g., Caldarella et al, 2009;Kramer et al, 2010;Whitcomb and Merrell, 2011). In the region, there was only one study in the United Arab Emirates that investigated the views of Kindergarten teachers on curriculum, instruction, and assessment (Al-Momani, Ihmeideh, and Momani, 2008).…”

Section: Concept and Significance Of Social Studiesmentioning

confidence: 99%

Investigating the Perceptions of Social Studies Teachers’ Practices in Qatari Preschools/Katar Anaokullarında Görev Yapan Sosyal Bilgiler Öğretmenlerinin Uygulamalarına İlişkin Algılarının İncelenmesi

Al-Thani

2015

e-uead

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This paper investigates the perceptions of social studies teachers' practices in Qatari preschools and their relationship to child development in the four domains of development: social-emotional, physical, intellectual, and spiritual. In addition, it provides information about the extent to which the perceptions of public preschool social studies teachers' practices compare to those of their counterparts from international schools in Qatar. A questionnaire consisting of thirty-seven items spread over the four domains of child development was administered to participants who indicated their responses on a 5-degree scale ranging from "always" to "never." The first domain (socialemotional development) consisted of twelve items; the second domain (physical development) comprised nine items; the third domain (spiritual development) consisted of five items; and the fourth domain (intellectual development) included eleven items. Findings revealed that teachers' practices in the four domains of the study promote child development. The results also reveal significant differences between the practices of public preschool teachers and international preschool teachers in favor of the second in three domains of the study (social-emotional, physical, and intellectual development). No significant differences were found between the practices of public preschool teachers and the international preschool teachers in the spiritual domain of the study. This study aimed at affording social studies preschool teachers in Qatar the opportunity to reflect on their own teaching practices, which is likely to help them adopt innovative, pedagogical tools that will lead to the improvement of students' achievement.

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Promoting Social and Emotional Learning in Second Grade Students: A Study of the Strong Start Curriculum

Cited by 52 publications

References 14 publications

Emotional intelligence among auditory, reading, and kinesthetic learning styles of elementary school students in Ambon-Indonesia

Emotional intelligence among auditory, reading, and kinesthetic learning styles of elementary school students in Ambon-Indonesia

A meta-analytic study investigating the efficiency of socio-emotional learning programs on the development of children and adolescents

Investigating the Perceptions of Social Studies Teachers’ Practices in Qatari Preschools/Katar Anaokullarında Görev Yapan Sosyal Bilgiler Öğretmenlerinin Uygulamalarına İlişkin Algılarının İncelenmesi

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