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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
Raulston, Tracy J.; Hansen, Sarah G. – TEACHING Exceptional Children, 2022
Children on the autism spectrum often experience difficulty generalizing social skills across environments and contexts, which can make developing friendships challenging in early childhood. This means that, in addition to initial social skills instruction, children with autism may need specialized supports to promote the generalization of newly…
Descriptors: Autism Spectrum Disorders, Play, Generalization, Interpersonal Competence
Emma Armstrong-Carter; Eva H. Telzer – Grantee Submission, 2021
Across psychology, there is increasing recognition that the experiences of children from minoritized racial and ethnic groups are underrepresented. Research on prosocial behavior exemplifies this systemic bias. This paper suggests that measures of prosocial behavior should be revised to be more culturally equitable, in order to reflect the…
Descriptors: Prosocial Behavior, Child Behavior, Social Development, Interpersonal Competence
Lauderdale Littin, Stacy; Haspel, Mary – International Electronic Journal of Elementary Education, 2021
There is an increased number of individuals with Autism Spectrum Disorder who are reaching the age where they should be entering the workforce, however, 50-70% are unemployed and these percentages are higher than any other disability group. Although school-based programming attempts to prepare students to transition into the workplace, current…
Descriptors: Autism, Pervasive Developmental Disorders, Interpersonal Competence, Employment Qualifications
Hans van der Mars; Jacalyn L. Lund; José A. Santiago – Journal of Physical Education, Recreation & Dance, 2025
Part 2 of the article on the proposed alternative PreK-12 physical education Learning Standards introduces examples of specific Content Learning Outcomes (CLOs) under each of the alternative standards introduced in Part 1. In addition, Learning Outcomes are offered that target students' pro-social behavior development, as well as their joy and…
Descriptors: Physical Education, Preschool Education, Elementary Secondary Education, National Standards
Scullin, Bethany L. – Middle School Journal, 2020
The PairWork mini-unit discussed in this article combines the importance of middle school students learning how to work successfully with another student to accomplish a common goal while incorporating essential principles of social studies curriculum. The mini-unit utilizes six picture books featuring history's Dynamic Duos, or pairs of…
Descriptors: Interpersonal Competence, Cooperative Learning, Social Development, Middle School Students
Cardinal, Hoanglan – BU Journal of Graduate Studies in Education, 2020
Mindfulness training contributes to greater well-being in students who encounter challenges that cause stress. Ongoing stress can be detrimental and have negative impacts on the brain, which results in academic and social difficulties. Mindfulness training can help protect the developing brain from the negative effects of excessive stress,…
Descriptors: Metacognition, Well Being, Stress Management, Brain
Patry, Mary Beth; Horn, Eva – Young Exceptional Children, 2020
Decades of research have illustrated the linguistic, social, and cognitive growth that occurs in the context of play (e.g., Baron-Cohen, 1987; Lifter, Foster-Sanda, Arzamarski, Briesch, & McClure, 2011; Lillard et al., 2013; Ungerer & Sigman, 1984). Play also provides opportunities to practice and gain important social skills. During play…
Descriptors: Play, Preschool Children, Autism, Skill Development
Meuwissen, Alyssa S. – ZERO TO THREE, 2022
The COVID-19 pandemic has significantly changed the environment in which young children are developing. This article explores the question: How might this reduction in social interactions with peers impact the social development of the youngest children? Social skills rely on a foundation of cognitive and emotional skills that are prerequisites to…
Descriptors: Interpersonal Competence, Skill Development, COVID-19, Pandemics
Kelly, Jerae; Taboada Barber, Ana – TEACHING Exceptional Children, 2021
Interactive read alouds (IRAs) present an opportunity for early elementary educators to support their students' academic skills as well as social development. Conducting IRAs with narrative texts, in particular, showcases how academic and social skills work together to support children's reading comprehension alongside social development. When IRA…
Descriptors: Inferences, Reading Aloud to Others, Elementary School Teachers, Social Development
Vidoni, Carla – Strategies: A Journal for Physical and Sport Educators, 2020
This article describes a teaching strategy called the Fair Play Instruction (FPI). The purposes of which are to teach behaviors that can help a class to advance their social skills. The Fair Play Instruction strategy is an effective way to incorporate SHAPE America's standard 4, and to assess students' progress towards the achievement of this…
Descriptors: Interpersonal Competence, Physical Education, Teaching Methods, Student Behavior
Martinez, Jose R.; Prykanowski, Debra A.; Morgan, Chelsea W. – Young Exceptional Children, 2021
Social competence is the ability to achieve interpersonal goals by engaging in social behaviors that are appropriate and context-specific. It develops early in childhood as children interact with others and it is a significant contributor to children's social development. The purpose of this article is to describe a practical method for how early…
Descriptors: Interpersonal Competence, Peer Teaching, Peer Influence, Intervention
Koltz, Jessica; Kersten-Parrish, Sara – Reading Teacher, 2020
To positively influence students' behavior and social relationships in the school and community settings, teachers can support students during early interventions and active conversations. Conversations held during class time that use picturebooks and restorative practice activities can be an appropriate way to support student learning and…
Descriptors: Picture Books, Childrens Literature, Early Intervention, Classroom Communication
Alanazi, Dalal; Alghamdi, Rana; Alghamdi, Adil – International Journal of the Whole Child, 2020
Play involves activities promoting children's development in physical, social, emotional, and cognitive domains (Dewar, Servos, Bosacki, & Coplan, 2013). The existing literature describes ways in which teachers' perceptions may influence children's emerging gender roles during physical play. This paper describes teachers' perceptions of…
Descriptors: Teacher Attitudes, Sex Role, Play, Gender Differences
Alessandra E. Ward; Jenna L. Beebe; George M. Lane; Lakeisha Steele; Aileen Ma – Collaborative for Academic, Social, and Emotional Learning, 2025
This is the second in a series of briefs published by the Collaborative for Academic, Social, and Emotional Learning (CASEL) on how social and emotional learning (SEL) is integral to the teaching and learning of literacy practices. In this brief, the authors discuss how to support the development of elementary-aged children's ability to read…
Descriptors: Social Emotional Learning, Elementary School Students, Literacy Education, Reading Instruction