Social and Emotional Learning
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The Australian community expects primary school students from the early years through to the end of primary schooling to achieve social outcomes as well as academic success. In order to meet this expectation, teachers are being pressed to ensure that their students experience social connectedness and emotional wellbeing as part of adjusting to the classroom, participating in learning and acquiring a sense of personal competence and self-management. Engaging with others, attending to task and regulating self are pivotal skills threading throughout daily classroom activities and routines. Teachers need to adopt a more strategic process for responding to the social and emotional challenges faced by some students in mastering the developmental tasks related to this engage-attend-regulate skill set. Assessing classroom difficulties in social and emotional learning provides a necessary starting point to identify adjustments across the classroom curriculum and embed these adjustments into the plan-implement-evaluate teaching cycle. The focus of this chapter is to bring together existing knowledge and tools that promote social and emotional learning in general and the pivotal skill set in particular, so that teachers can apply them in their everyday practice.
Health and Wellbeing in Childhood
© 2014 Cambridge University Press. This material has been published in Health and Wellbeing in Childhood edited by Susanne Garvis and Donna Pendergast. This version is free to view and download for personal use only. Not for re-distribution, re-sale or use in derivative works.
Curriculum and Pedagogy