NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 6 results Save | Export
Unruly Affect in the Kindergarten Classroom: A Critical Analysis of Social-Emotional Learning
Peer reviewed Peer reviewed
Direct linkDirect link
Stearns, Clio – Contemporary Issues in Early Childhood, 2018
This article offers a critique of social-emotional learning programs through the lens of psychoanalytic theory and with a particular focus on the theoretical contributions of Kleinian psychoanalysis. In particular, the article draws on concepts of affective positions to show that social-emotional learning is mired in a paranoid-schizoid mentality…
Descriptors: Social Development, Emotional Development, Metacognition, Self Control
Seeing Emotions: A Review of Micro and Subtle Emotion Expression Training
Peer reviewed Peer reviewed
Direct linkDirect link
Poole, Ernest Andre – Cultural Studies of Science Education, 2016
In this review I explore and discuss the use of micro and subtle expression training in the social sciences. These trainings, offered commercially, are designed and endorsed by noted psychologist Paul Ekman, co-author of the Facial Action Coding System, a comprehensive system of measuring muscular movement in the face and its relationship to the…
Descriptors: Social Sciences, Social Science Research, Training Methods, Program Evaluation
A Digital Coach That Provides Affective and Social Learning Support to Low-Literate Learners
Peer reviewed Peer reviewed
Direct linkDirect link
Schouten, Dylan G. M.; Venneker, Fleur; Bosse, Tibor; Neerincx, Mark A.; Cremers, Anita H. M. – IEEE Transactions on Learning Technologies, 2018
In this study, we investigate if a digital coach for low-literate learners that provides cognitive learning support based on scaffolding can be improved by adding affective learning support based on motivational interviewing, and social learning support based on small talk. Several knowledge gaps are identified: motivational interviewing and small…
Descriptors: Educational Technology, Technology Uses in Education, Electronic Learning, Program Design
Cumulative Risk, the Mother-Child Relationship, and Social-Emotional Competence in Latino Head Start Children
Peer reviewed Peer reviewed
Direct linkDirect link
Martí, Maria; Bonillo, Albert; Jané, Maria Claustre; Fisher, Elisa M.; Duch, Helena – Early Education and Development, 2016
Research Findings: Supportive mother-child interactions promote the development of social-emotional competence. Poverty and other associated psychosocial risk factors have a negative impact on mother-child interaction. In spite of Latino children being disproportionately represented among children living in poverty, research on mother-child…
Descriptors: Risk, Mothers, Parent Child Relationship, Economically Disadvantaged
Group Process and Emotional Education: Can the Group Process as Described by Louis R. Ormont Be Effective in Modifying the Behavior of Young Children? (A Retrospective Study).
Peer reviewed Peer reviewed
Rich, Betty An – International Journal of Early Years Education, 1997
Discusses Louis Ormont's theory of group experience and the effectiveness of the Group Meeting and Triad Resolutions processes--part of his Group Process--in modifying the behavior of kindergartners. Suggests that children learn to take charge of their own behavior and are strengthened by feelings of group membership and personal empowerment.…
Descriptors: Affective Behavior, Behavior Modification, Emotional Adjustment, Emotional Development
Evaluation of the ESEA Title I Program of the Public Schools of the District of Columbia. Executive Summary, 1978-79.
NTS Research Corp., Durham, NC. – 1980
The goals of the Elementary and Secondary Education Act Title I program operated by the Public Schools of the District of Columbia during 1978-79 were to provide disadvantaged children with supplemental instructional services to improve their reading and mathematics performance and to support their affective and psychomotor development. This…
Descriptors: Academic Achievement, Achievement Gains, Affective Behavior, Compensatory Education