Social-Emotional Learning in the Primary Curriculum
Young Children
Short Title:
Young Children
Format:
Journal Article
Publication Date:
2008/11/01/
Pages:
56 - 60
Sources ID:
89946
Notes:
Accession Number: EJ819343; Acquisition Information: National Association for the Education of Young Children. 1313 L Street NW Suite 500, Washington, DC 22205-4101. Tel: 800-424-2460; Tel: 202-232-8777; Fax: 202-328-2649; e-mail: editorial@naeyc.org; Web site: http://journal.naeyc.org; Language: English; Education Level: Grade 2Primary Education; Reference Count: 6; Journal Code: APR2018; Level of Availability: Not available from ERIC; Publication Type: Academic Journal; Publication Type: Report; Entry Date: 2008
Collection:
Evidence-based Teacher Professional Development
Visibility:
Public (group default)
Abstract:
(Show)
The authors advocate that every primary grade program needs a carefully planned social-emotional component. All children--those who enter first or second grade with an ability to control their emotions and make friends and those for whom these skills are more difficult--benefit from intentional teaching in this area. Some school systems adopt a schoolwide approach to social-emotional learning, while others use a particular approach across a grade level. Three programs that may be implemented at grade level and also lend themselves to schoolwide use are: (1) Responsive Classroom; (2) Second Step: A Violence Prevention Curriculum; and (3) Interplay Solutions. In addition to using one or more of these programs, some school systems and some teachers develop their own activities for building a social-emotional curriculum. In this article, the authors describe these programs and a teacher-created activity and indicate how three Massachusetts school systems have implemented or been impacted by them. The authors conclude that programs like these help teachers move away from a fragmented and reactive approach to children's social-emotional well-being to a proactive approach and a shared responsibility for children's social-emotional health.