Skip to main content Skip to search
The Benefits of Interactive Read-Alouds to Address Social-Emotional Learning in Classrooms for Young Children
Journal of Character Education
Short Title: Journal of Character Education
Format: Journal Article
Publication Date: 2016/01/01/
Pages: 43 - 57
Sources ID: 90036
Notes: Accession Number: EJ1161626; Acquisition Information: IAP - Information Age Publishing, Inc. P.O. Box 79049, Charlotte, NC 28271-7047. Tel: 704-752-9125; Fax: 704-752-9113; e-mail: infoage@infoagepub.com; Web site: http://www.infoagepub.com/journal-of-character-education; Language: English; Reference Count: 43; Journal Code: APR2018; Level of Availability: Not available from ERIC; Publication Type: Academic Journal; Publication Type: Report; Entry Date: 2017
Visibility: Public (group default)
Abstract: (Show)
In this article, we describe how books addressing social-emotional topics can be used by teachers of young children during class read-alouds to enhance students' social-emotional development. Teachers of young children typically choose books for class read-alouds based on curriculum topics and student interest; however, they may not be aware of valuable books that can be used for class read-alouds to develop students' social-emotional skills. We provide examples of negative student behaviors that teachers may witness and recommend books that can be used to address those behaviors. We also discuss the essential components of read-alouds and provide examples of questions to ask before, during, and after reading books, as well as activities teachers can implement to ensure students grow from the read-aloud experience, both in their literacy skills and social-emotional learning.