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Elizabeth Leahey – Journal of Museum Education, 2025
This article offers a case study of "Small Acts, Big Impacts", an annual public program designed by education staff at Discovery Museum (Massachusetts, USA) to encourage children's development of empathy and social awareness. After observing unfortunate changes in visitor behavior, combined with the societal context of the global…
Descriptors: Empathy, Social Development, Children, Museums
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Seungyoun Lee – Dimensions of Early Childhood, 2024
The capacity for growth and development is an integral part of being human. Infant social-emotional development is critically important to overall development and begins in the first months of life. These processes encompass how we relate to ourselves and others in our everyday lives (Malti & Cheah, 2021). Social-emotional development includes…
Descriptors: Social Development, Emotional Development, Infants, Child Caregivers
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Edward Vickers – Comparative Education, 2024
While 'national education' has regularly been invoked by post-1997 Hong Kong administrations, its pursuit has acquired new force and urgency since the introduction in 2020 of a National Security Law. Investigating the role of schooling in this reinvigorated project of thought reform, this article asks how far recent initiatives have merely…
Descriptors: Foreign Countries, Curriculum Development, Patriotism, Citizenship Education
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Almut K. Zieher; Craig S. Bailey; Christina Cipriano; Tessa McNaboe; Krista Smith; Michael J. Strambler – Grantee Submission, 2024
For social and emotional learning (SEL) to be most effective, students must consistently access social and emotional knowledge and apply SEL skills across time and context. This article presents the Framework for the Pedagogies of SEL, which aims to theoretically articulate how teachers can support effective student SEL. We present an overview of…
Descriptors: Social Emotional Learning, Teaching Methods, Learning Processes, Cultural Influences
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Yabome Gilpin-Jackson – Journal of Transformative Education, 2024
1. Who am I? 2. Where do I belong? 3. What am I called to? These three questions represent the narrative shifts that are the outcomes of the Identity/Belonging/Agency (IBA) transformative development framework. The IBA framework emerged from the author's critical reflections on fiction reading and dialogues in 12+ community conversations to…
Descriptors: Blacks, Transformative Learning, Self Concept, Racial Attitudes
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Elisabet Langmann – Policy Futures in Education, 2025
The value of sustaining an open and positive classroom climate for student's academic and socio-emotional development is well documented in educational research. Referring to the prevailing mood or atmosphere of the classroom, the concept is meant to capture the day-to-day experiences of teachers and students on a collective rather than individual…
Descriptors: Classroom Environment, Psychological Patterns, Social Development, Emotional Development
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David Schroeder – BU Journal of Graduate Studies in Education, 2024
Schools need to develop critical thinkers who are learning collaboratively alongside their peers and teachers. With the support of their community, nonacademic values need to be stressed outside the classroom, where students actively engage in social activities to develop their community and increase the value in their education. Combining these…
Descriptors: Critical Thinking, Community Involvement, Social Development, Cooperative Learning
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Briana A. López; Aprile D. Benner – State Education Standard, 2025
While all school transitions are important, the middle to high school shift stands out. It coincides with biological, social, and cognitive changes in young people that began in early adolescence but continue into high school. These changes can be quite stressful, often disrupting students' academic performance and social and emotional well-being…
Descriptors: Well Being, Health Promotion, Transitional Programs, Middle School Students
National Institute of Justice, 2024
Research and data on youth and delinquency is critical for identifying opportunities and developing strategies to support positive development through prevention and intervention. Responses to youth misbehavior by youth-serving systems -- including education, child welfare, behavioral health, and justice systems -- can play an important role in…
Descriptors: Delinquency, Youth, Social Development, Emotional Development
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Sandra M. Linder; Leigh D'Amico; Xumei Fan – Early Childhood Education Journal, 2024
This article presents three cases of school districts/consortia in a southeastern state, where standardized measures focused on teacher/child interactions rather than student outcomes were implemented to guide decision-making. These three districts/consortia were funded annually for three years to implement innovative professional development…
Descriptors: Teacher Student Relationship, Interaction, Faculty Development, Social Development
Carol D. Lee; Alessandra E. Ward – Collaborative for Academic, Social, and Emotional Learning, 2024
Social-emotional development and well-being are integral to the teaching and learning of literacy practices. This introductory brief focuses on the underlying science of how thinking, feeling, and perceptions along multiple dimensions interact to influence what we do as learners. This brief draws on the work of scholars in the fields of…
Descriptors: Social Emotional Learning, Well Being, Self Concept, Self Management
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Leandro Chernicoff; Daniela Labra – Childhood Education, 2024
Decades of evidence demonstrates that a strong foundation in early childhood leads to healthier, more successful life outcomes. Developing socio-emotional skills and executive functions in this period of life improves academic outcomes, school readiness, and wellbeing, as well as work, health, wealth, and public safety outcomes. Thus, social and…
Descriptors: Foreign Countries, Preschool Teachers, Teacher Education, Teacher Role
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Deja Jackson; Amelia Brown; Laurel Curran; Andrea Ettekal; Jeong-Hui Park; Emily Howell; Christina Amo; Tyler Prochnow – American Journal of Health Education, 2024
Programs integrating social-emotional learning (SEL) and physical activity (PA) can contribute to positive behavior outcomes and development for adolescent girls. The purpose of this article is to report the development of the EmpowerHER Program curriculum. Specifically, this curriculum describes implementation strategies and activities tailored…
Descriptors: Social Emotional Learning, Physical Activity Level, Females, Summer Programs
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Tanu Biswas; John Wall; Hanne Warming; Ohad Zehavi; David Kennedy; Karin Murris; Walter Kohan; Britta Saal; Toby Rollo – Policy Futures in Education, 2024
This article is a conceptual co-exploration of the relationship between philosophy and childism. It draws upon a colloquium in December 2021 at the Childism Institute at Rutgers University. Nine co-authors lay out and interweave scholarly imaginations to collectively explore the concept of childism in critical philosophical depth. Through diverse…
Descriptors: Childrens Attitudes, Childrens Rights, Philosophy, Interpersonal Relationship
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Felicia Sprayberry – Dimensions of Early Childhood, 2024
The development of social and emotional learning in children can directly impact overall learning, emotional skills, and socialization of young children (The Urban Child Institute, 2024). Equal emphasis on social and emotional learning should mirror the importance and impact of academic learning. A philosophy of integrated social and emotional…
Descriptors: Social Emotional Learning, Preschool Education, Preschool Curriculum, Social Development
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