Social Emotional Learning in the Early Years: Innovation and Applications

Frydenberg, Erica

doi:10.1017/jgc.2021.18

Cited by 3 publications

(1 citation statement)

References 25 publications

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“…9. Involving education professionals: Education professionals such as teachers, psychologists and counsellors can help develop effective learning strategies to improve social-emotional skills in early childhood (Frydenberg, 2021) and (Humphries et al, 2018). They can provide support in identifying the social and emotional issues children face, provide useful advice and assist in devising learning strategies that suit children's individual needs.…”

Section: Using Technologymentioning

confidence: 99%

Development of Effective Learning Strategies to Improve Social-Emotional Skills in Early Childhood

Bagea¹,

Ausat²,

Kurniawan³

et al. 2023

joe

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Early childhood education has a very important role in early child development. Education provided in early childhood must be comprehensive, covering various aspects such as social-emotional, cognitive, physical and language skills. However, social-emotional skills often do not get enough attention in early childhood learning. So, this research will discuss the development of effective learning strategies to improve social-emotional skills in early childhood. The focus of this study is primarily qualitative. Listening to and recording pertinent information is a data collection method that can then be used in data analysis steps like summarization and visualisation. Study ii came to the conclusion that developing effective learning strategies can improve social-emotional skills in early childhood. Some strategies that can be implemented and are potentially effective include implementing learning programmes based on children's needs and interests, using interactive and collaborative learning methods, and facilitating a safe, comfortable and supportive learning environment.

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Section: Using Technologymentioning

confidence: 99%

Development of Effective Learning Strategies to Improve Social-Emotional Skills in Early Childhood

Bagea¹,

Ausat²,

Kurniawan³

et al. 2023

joe

View full text Add to dashboard Cite

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Innovations in professional activity: what students of specialty “Preschool Education” think about it

Lokhvytska

Martovytska

2022

SHS Web Conf.

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Contemporary challenges of society, its dynamic development cause changes in all spheres of life, particularly in education. To obtain a university education in the Ukrainian state, higher Education Standard in specialty 012 Preschool Education for the second (master’s) level of higher education (2020) was approved, which provides for the formation of relevant competencies. The purpose of the study was to analyze the essence of innovations in the professional activities of teachers of preschool educational institutions (PEI). To find out the attitude of students to the implementation of innovations in professional activities, a thematic survey was conducted. The selection of questions and respond options is based on all competencies of the Standard and the materials of theoretical analysis. The sample of the online survey covers the students’ responses from two state universities of Ukraine (n =159), who are obtaining the second (master’s) level of higher education on the educational-professional program “Preschool Education”. Respondents were grouped according to the mode of study. The obtained quantitative and qualitative data revealed the influence of the experience of practical experience in the PEI on the choice of the respond. This determined the necessity to teach students the educational component “Innovation activities in PEI” and the development of corresponding tasks during their teaching practicum in the system of preschool education.

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Early childhood education for sustainability: Outcomes for social and emotional learning

Watt,

Frydenberg

2024

Australasian Journal of Early Childhood

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Early childhood influences value formation and mental wellbeing later in life. Early Childhood Education for Sustainability (ECEFS) aims to bolster children’s social emotional skills and instil environmentally sustainable attitudes and behaviours through transformative learning. The current study investigated the Learning in Nature Program (LNP), an ECEFS curriculum at an inner city preschool in Melbourne, Australia. Data from the 2021 ( n = 27) and 2022 ( n = 56) cohorts generally supported the expectation that children’s pro-environmentally sustainable attitudes and behaviours would increase after completing the LNP, both in the quantitative data analysis and the qualitative data from parent ( n = 17) questionnaires. There were significant decreases in peer problems, emotion problems, hyperactivity, conduct problems and negative coping. There were significant increases in positive prosocial behaviour and empathy.

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Social Emotional Learning in the Early Years: Innovation and Applications

Cited by 3 publications

References 25 publications

Development of Effective Learning Strategies to Improve Social-Emotional Skills in Early Childhood

Development of Effective Learning Strategies to Improve Social-Emotional Skills in Early Childhood

Innovations in professional activity: what students of specialty “Preschool Education” think about it

Early childhood education for sustainability: Outcomes for social and emotional learning

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