Viewpoint on social-emotional learning of 5-10 year olds as area of predicting their academic success: Research data obtained in Western countries

Daina Lieģeniece

Abstract


The article aims to provide an overview of research data analysis made in Western countries (namely in the US and the United Kingdom) on Social – Emotional Learning and academic success. The article consists of two parts. Part One provides a basis for understanding what social and emotional learning is by analysing some issues of socialemotional competencies. Part Two discusses the issue of associations of SEL with Academic Success. It is done with the aim to show the nursery and primary school teachers how important it is to have a clear understanding of the chosen approaches to address the problems of social-emotional competencies and academic success.

Keywords


Academic, Social and Emotional learning; approaches to learning; attitude; behaviour; competencies; conduct problems; development; overview; skill; school performance; SEL (social and emotional learning)

Full Text:

PDF

References


Borman, G.D. & Overman, L. (2004). Academic resilience in mathematics among poor and minority students. The Elementary School Journal, 104, 177-193.

Collaborative for Academic, Social and Emotional Learning. (2005). Safe and Sound : An Educational Leader’s Guide to Evidence – based Social and Emotional learning (SEL) Programs. Illinois Edition, Chicago, IL : Author.

Denham, S.A. (2006). Social-emotional competence as support for school readiness: What is it and how do we assess it? Early Education & Development, 17, 57-89.

Denham, S.A., and Brown, C. (2010). “Plays Nice With Others”; Social-Emotional Learning and Academic Success. Early Education & Development, 21:5, 652-680.

Devaney, E., O’Brien, M.U., Resnik, H., Keister, S. and Weissberg, R.P. (2006). Sustainable schoolwide social and emotional learning : Implementation guide and toolkit. Chicago, II : Collaborative for Academic, Social and Emotional Learning.

Eisenberg, N., Sadovsky, A. and Spinrad, T.L. (2005). Associations of emotion- related regulation with language skills, emotion knowledge and academic outcomes. New Directions in Child and Adolescent Development, 109, 109-118.

Fantuzzo, J., Perry, M. A. and Mc Dermott, P. (2004). Preschool approaches to learning and their relationship to other relevant classroom competencies for low – income children. School Psychology Quarterly, 19, 212-230.

Harter, S. (1982). The Perceived Competence Scale for Children. Child Development, 53, 87-97.

Howse, R., Calkins, S., Anastapoulos, A., Keane, S. and Shelton, T. (2003). Regulatory contributors to children’s kindergarten achievement. Early Education & Development, 14, 101-119.

Izard, C.E., Fine, S., Schultz, D., Mostow, A., Ackerman, B. and Youngstrom, E. (2001). Emotion knowledge as a predictor of social behaviour and academic competence in children at risk. Psychological Science, 12, 18-23.

Ladd, G.W., Buhs, E.S. and Seid, M. (2000). Children’s initial sentiments about kindergarten : School liking as an antecedent of early classroom participation and achievement. Merrill-Palmer Quarterly, 46, 255-279.

Lemerise, E.A. and Arsenio W.F. (2000). An integrated model of emotion processes and cognition in social information processing. Child Development, 71, 107-118.

Leerkes, E.M., Paradise, M., O’Brien, M., Calkins, S.D. and Lange, G. (2008) Emotion and cognition processes in preschool children. Merrill-Palmer Quarterly, 54, 102-124.

Liew, J., Mc Tigne, E.M., Barros, I. and Hughes, J.N. (2008). Adaptive and effort full control and academic self-efficacy beliefs on achievement: A longitudinal study of 1st through 3rd graders. Early Childhood Research Quarterly, 23, 515-526.

Marsh, H.W., Ellis, I.A. and Craven, R.G. (2002). How do preschool children feel about themselves? Unravelling measurement multidimensional self-concept structure. Developmental Psychology, 38, 376-393.

Mc Clelland, M.M., Acock, A.C. and Morrison, F.J. (2006). The impact of kindergarten learning-regulated skills on academic trajectories at the end of elementary school. Early Childhood Research Quarterly, 21, 471-490.

Mc Clelland, M.M., Cameron, C. Warless, S. and Murray, A. (2007). Executive function, self-regulation, and social-emotional competence: Links to school readiness. In O.N. Saracho and B.Spodek (Eds.). Contemporary perspectives on research in social learning in early childhood education (pp.87-107), Charlotte, N.C. Information Age.

Measelle, J.R., Ablow, J.C., Cowan, P.A. and Cowan, C.P. (1998). Assessing young children’s views of their academic social and emotional lives : An evaluation of the selfperception scales of the Berkerley Puppet Interview. Child development, 69, 1556-1576.

Miller, A.L., Fine, S.E., Gouley, K.K., Seifer, R., Dickstein, S. and Shields, A. (2006). Showing and telling about emotions : Interrelations between facets of emotional competence and associations in Head Start preschoolers. Cognition and Emotion, 20,

-1192.

Missouri Pre-K Social and Emotional Development. Standards and Approaches to Learning. Teachers Guide, [and] Parent Handbook: Early, Social and Emotional Development and Approaches to Learning. Missouri State Dept. Of Elementary and Secondary Education, Jefferson City, 2002, 76 pp.

Raver, C.C. (2002). Emotions matter: Making the case for the role of young children’s emotional development for early school readiness. SRCD Social Policy Report, 16 (3), 3-18.

Raver, C.C., Garner, P. and Smith Donald, R. (2007). Roles of emotion regulation and emotion knowledge for children’s academic readiness : Are the links causal? In R. Pianta, M. Cox and K. Snow (Eds.) School readiness and transition to kindergarten in the area of accountability (pp.121-147), Baltimore, MD : Brokes.

Raver, C.C. & Knitzer, J. (2002). Ready to enter: What research tells policymakers about strategies to promote social and emotional school readiness among three and four – year – olds. New York : NY : National Centre for Children in Poverty.

Trentacosta, C. and Izard, C. (2007). Kindergarten children’s emotion competence as a predictor of their academic competence in first grade. Emotion, 7(1), 77-87.

Welsh, M., Parke, R.D., Widaman, C. (2001). Linkages between children’s social and academic competence : A longitudinal analysis. Journal of School Psychology, 39, 463-481.

Zafinopoulou, M., Sotirou, A. and MitsiouliV. (2007). Relation of self-concept in kindergarten and first grade to school adjustment. Perceptual and Motor Skills, 104. 1313-1327.

Zins, J.E., Bloodworth, M.R., Weissberg, R.P and Walberg, H.J. (2007). The scientific base linking social and emotional learning to school success. Journal of Educational and Psychological Consultation, 17, 191-210.

Zins, J.E., Elias, M.J. (2006). Social and emotional learning. In G.G.Bear & K.M. Minke (Eds.), Children’s needs III. Development, prevention and intervention (pp.1-13), Bethesda, M. D. : National Association for School Psychologists.




DOI: http://dx.doi.org/10.17770/sie2012vol2.516

Refbacks

  • There are currently no refbacks.