A Review of the Literature on Social and Emotional Learning for Students Ages 3-8: Teacher and Classroom Strategies that Contribute to Social and Emotional Learning (Part 3 of 4).
Short Title: A Review of the Literature on Social and Emotional Learning for Students Ages 3-8
Publication Date: Nov 30, 2016
Publisher: Distributed by ERIC Clearinghouse
Place of Publication: [Place of publication not identified]
Sources ID: 107341
Notes: Access: http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED572723External Resources: Cite This Item Search for versions with same title and author | Advanced options ...Access: http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED572723 Note: VIEW FULL TEXTNote(s): Availability: Regional Educational Laboratory Mid-Atlantic. Available from: Institute of Education Sciences. 555 New Jersey Avenue NW, Washington, DC 20208. Tel: 800-872-5327; Website: http://ies.ed.gov/ncee/edlabs/./ Contract Number: EDIESU�12C0006./ Abstractor: As Provided./ Educational level discussed: Early Childhood Education./ Educational level discussed: Preschool Education.General Info: Preferred citation: Regional Educational Laboratory Mid-Atlantic.Responsibility: Rosemarie O'Conner, Jessica De Feyter and Alyssa Carr.Material Type: Document (dct); Internet resource (url)Date of Entry: 20170201Update: 20181120Provider: OCLC
Collection: K-12 Social Emotional Learning (SEL)
Visibility: Public (group default)
Social and emotional learning (SEL) is the process by which children and adults learn to understand and manage emotions, maintain positive relationships, and make responsible decisions. This is the third in a series of four related reports about what is known about SEL programs for students ages 3-8. The report series addresses four issues raised by the Regional Educational Laboratory (REL) Mid-Atlantic's Early Childhood Education Research Alliance: characteristics of effective SEL programs (part 1), implementation strategies and state and district policies that support SEL programming (part 2), teacher and classroom strategies that contribute to social and emotional learning (part 3), and outcomes of social and emotional learning among different student populations and settings (part 4). This report provides educators with teacher and classroom strategies to promote social and emotional learning. Resources on teacher and classroom strategies to promote social and emotional learning are appended. [For part 1, "A Review of the Literature on Social and Emotional Learning for Students Ages 3-8: Characteristics of Effective Social and Emotional Learning Programs (Part 1 of 4). REL 2017-245," see ED572721. For part 2, "A Review of the Literature on Social and Emotional Learning for Students Ages 3-8: Implementation Strategies and State and District Support Policies (Part 2 of 4). REL 2017-246," see ED572722. For part 4, "A Review of the Literature on Social and Emotional Learning for Students Ages 3-8: Outcomes for Different Student Populations and Settings (Part 4 of 4). REL 2017-248," see ED572724.].