Positive impact of social-emotional development learning program - Dissertation Example

Positive impact of social-emotional development learning program Insert Insert PROBLEM The effective growth of children needs many factors to be put into consideration. That is one need to ensure that children are given the best care as well as the surroundings to enable them to grow up in a desirable manner. Moreover, they need to understand their personality, feeling, what they expect to receive from people surrounding them, and social roles. The above connotations are at the center of their social-emotional success in their lives. Having a positive impact regarding social-emotional development will support the children’s self-confidence as well as their ability to develop worthwhile and unending friendships. In addition, it will help to change their feeling of importance of those around them (Wong, 2014). Childrens social-emotional development motivates all other developments areas and helps children to understand themselves more and be able to express their ideas as well as emotions. Therefore, Schools must give children intellectual and practical materials to help them to develop their emotional and social intelligence. CITATIONS Citation 1: Wong, A. (2014). Effects of Social-Emotional Learning. Hong Kong: The Hong Kong Polytechnic University. WHY The study was carried out because on the increase in poor academic performance of children. The study was to find out why they do not perform as per the expectations. WHO The research samples included the children below the age of ten. In addition, their teachers, as well as parents, were asked few questions in relation to the behavior of the child. WHERE Hong Kong HOW The program deals with organizing six sessions of SEL classroom lessons. Children learned a set of skills needed to manage successfully life tasks such as learning, forming relationships, communicating effectively and being sensitive to others’ needs. A survey was carried out WHAT Improved emotional skill control No changes in social skills Problem behaviors became less WHEN The study is planned to kick off on 19th December 2015 and be published in the mid of the year 2016. IMPLICATION The program is likely to face negative reaction from the people of Hong Kong. They are likely to doubt this program because they do not believe that it is important to produce socially responsible and happy citizens. As a result, most Chinese children are more likely to be poor in express their ideas as well as managing their feeling and lack of self-confident. Therefore, it would be urgent to take research to applying for the social, emotional learning program in Honk Kong schools to fill this gap. In this literature review, I am going to project the importance of this program fo children. Citation 2: McKown, C. (2009). Social-Emotional Learning Skill, Self-Regulation, USA: Rush University Health Centers WHY Relationship between children SEL skill and regulation of behavior Acknowledge encoding, interpreting, and reasoning WHO 158 developing children of ages 4-14 years 126 clinic-referred children of age 5-17 years WHERE New York HOW Data collection lasted a period of three years Evaluated the best criterion that has a relation to the validity in testing SEL skill Data collected was analyzed using correlational methods WHAT SEL skill had factors including nonverbal cues and pragmatic language influence Better SEL skill is concurrent to behavior regulation Better competent social interactions based on SEL skill articulation WHEN March 2008 IMPLICATION The study on social problem solving has indicated that the better children can easily identify social problems, develop appropriate social objective and generate ideas as well as having the ability to select competent solutions particular problems. Therefore, with this information, social, emotional learning development will aid many children to control their feelings as well as improve their social life. From the sample population, the study showed that proper implementation of this program will lead to increase in performance of students as far as emotional Social Learning is concerned. Therefore, I highly recommend, all primary schools to embrace this technique for bright future of children. Citation 3: Ashdown, D. M. (2011). Can Explicit Instruction in Social and Emotional Learning Skills. New York: University of Melbourne. WHY The study was carried out to empower young children to pursue their career with determination. WHO The research included the children who fall into the brackets of 10-15 years old. The study includes few representatives from the parents as well as the teachers. WHERE Catholic school in Melbourne, Australia HOW All the teachers participating in the research were asked to complete two forms of questionnaires for each student. The surveys were carried out and completed before the start of the program. They first did the survey to the young children who were learning this program. The teachers had to fill similar forms for the children who were not participating in this program. Information on the students gender, age, as well as grade, was clearly captured in the survey to aid in data computation process. WHAT Ability to improve their social competence and unlike the ones who did not receive the program Children who did not receive this program still had poor social life and could not express themselves effectively WHEN The study was conducted in the year 2008. IMPLICATION There was a lack of adequate early childhood education Program about social as well as emotional competencies and well-being. In addition, the academic performance of children in a Catholic school in Melbourne, Australia was poor. Therefore, they designed this program to handle the education of a young child. Children who received this special education had the ability to improve their social competence and unlike the ones who did not receive the program. In addition, they will receive drastic gains for they will improve their social life and be able to interact with others freely. The next thing is that the study hypothesized that the children who went through the program have a high probability of displaying greater gains in their levels of social as well as emotional well-being. Citation 4: Lowenfeld, M., Hood-Williams, J., & Urwin, C. Child Psychotherapy, War and the Normal Child. WHY The study was conducted to find out the ability of a motivated child. WHO The research had a sample population that included children who were from 5 years old to 15 years old. The study included teachers who thought the children as well as the parents who had children who fall in this age bracket. WHERE The study took place in South Korea HOW Studied post-war policies that aid children to improve in class Took a survey on children’s ability to understand better amidst cases of psychotherapy requirement WHAT Improved study and knowledge acquisition through guidance Children who have an enabling environment for both parents and school develop better WHEN The study was carried out early 2013 IMPLICATION Various factors are a hindrance to child better education. Among the factors that were included in the study include; lack of support from both parents and the teachers. In addition, the study also includes environmental factors to be among the top obstacles to child’s better education. There are varied proposals on effectively promoting social well-being of the young children in Korea. The social-emotional learning program is an emerging issue in education. An emerging issue is currently employing various strategies to promote the well-being of the young in the society. They proved that guidance on children was more effective in young children. Citation 5: Pianta, R, Barnett, W., Burchinal, M., & Thornburg, K. (2009). The effects of pre-school education: What we know, how public policy is or is not aligned with the evidence base, and what we need to know. Psy Sci in the Public Interest, 12, 33–88. WHY Study environment pre-school children are exposed to Effects of environment on school learning experience Best approach for the pre-school before and after WHO Children of age 3 to 4 years Children of age 5 to 6 years WHERE New York, America HOW Carried out a survey on the prenatal conditions, post-natal environment, and school performance Parents were respondents on the preschool environment nd teachers reported on school performance Data analysis on the two sets of data was determined WHAT Pre-school environment and school performance are directly correlated Education oriented environment determines better school grades for children WHEN The year 2009 IMPLICATION In summary, the outcome of this research provided more support for this study. It further explains that social-emotional correlation between preschool and school days. Besides, the study supports the findings of various researchers who have argued that, by improving young one’s environment before school, their grades are bound to be high. Early childhood educators can take advantage of the use of explicit as well as direct instructional practices that are informal social and emotional curriculum lessons. Synthesis and Purpose of My Research Project The study looks at identifying the social competence of the participants that are based on teacher and parents report. It would be more reasonable to include different measures like classroom observation, teacher updates, and reports, as well as children’s self-report in the future. The research seeks to identify factors common to several prominent models of SEL, integrate them into one model, and test that model by evaluating the relationship between the key hypothesized factors that affect social behavior and functioning. Although social behavior and social functioning are influenced by a diverse array of individual and situational factors, many of these factors were not examined in these two studies, as it was not the goal to identify all factors that influence children’s social lives. Further research should explore other factors that influence social behavior and functioning. Research Questions Compared to the control group, does the rate of lack of skills in SEL increase significantly after fully teaching this programs in primary schools in Saudi Arabia? After a long time of teaching SEL program in schools does the behavior of children change. References Ashdown, D. M. (2011). Can Explicit Instruction in Social and Emotional Learning Skills. New York: University of Melbourne. McKown, C. (2009). Social-Emotional Learning Skill, Self-Regulation, USA: Rush University Health Centers Wong, A. (2014). Impacts of a Social-Emotional Learning. Hong Kong: The Hong Kong Polytechnic University. Beecher, W., & Faxon, G. The Junior instructor for the parent and child. Davis, T., Ollendick, T., & Öst, L. (2012). Intensive One-session treatment of specific phobias. New York, NY: Springer. Lowenfeld, M., Hood-Williams, J., & Urwin, C. Child Psychotherapy, War and the Normal Child. Pianta, R, Barnett, W., Burchinal, M., & Thornburg, K. (2009). The effects of pre-school education: What we know, how public policy is or is not aligned with the evidence base, and what we need to know. Psy Sci in the Public Interest, 12, 33–88. Read More