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<div style="font-size: 16px; font-weight: bold; text-align: center;"> <span class="Uniq1234"><span class="heading" style="text-align:center; display: inline-block; line-height: 1rem; padding-left: 1rem; padding-right: 1rem; margin: .1rem 0; border-radius: 1rem; background-color: transparent; color:#5789d8;"> | <div style="font-size: 16px; font-weight: bold; text-align: center;"> <span class="Uniq1234"><span class="heading" style="text-align:center; display: inline-block; line-height: 1rem; padding-left: 1rem; padding-right: 1rem; margin: .1rem 0; border-radius: 1rem; background-color: transparent; color:#5789d8;"> | ||
''' | '''PHƯƠNG PHÁP TIẾP CẬN TOÀN DIỆN'''</span></span> <span class="Uniq1234"><span class="heading" style="text-align:center; display: inline-block; line-height: 1rem; padding-left: 1rem; padding-right: 1rem; margin: .1rem 0; border-radius: 1rem; background-color: transparent; color:#5789d8;"> '''VỚI GIÁO DỤC NĂNG LỰC CẢM XÚC - XÃ HỘI (SEL)'''</span></span> </div> | ||
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<div style="font-size: 14px; text-align: center;"> | <div style="font-size: 14px; text-align: center;">Nếu được triển khai một cách toàn diện, theo cách tiếp cận phối hợp và trên phạm vi toàn cộng đồng, giáo dục năng lực cảm xúc - xã hội (SEL) sẽ góp phần xây dựng các cộng đồng vững mạnh hơn, đồng thời mang lại những trải nghiệm học tập hòa nhập và bình đẳng.</div> | ||
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Nhiều bằng chứng đã cho thấy tác động tích cực của các chương trình SEL đối với trẻ khi được triển khai tại lớp học và trên diện rộng. Bên cạnh những bằng chứng cụ thể, nhiều học giả và các nhà nghiên cứu đầu ngành cũng nhận định rằng lợi ích thu được thậm chí còn lớn hơn nếu như trẻ có cơ hội tiếp cận với SEL suốt cả ngày, khi ở nhà, ở trường lẫn ngoài nhà trường, cũng như trong suốt các giai đoạn phát triển. Điều này đã thôi thúc các nhà nghiên cứu đầu ngành mở rộng phạm vi SEL, đưa vào trong chương trình “hệ sinh thái” đầy đủ trải nghiệm của trẻ (CASEL, 2020). Nếu được triển khai một cách toàn diện, theo cách tiếp cận phối hợp và trên phạm vi toàn cộng đồng, SEL sẽ góp phần xây dựng các cộng đồng vững mạnh hơn, đồng thời mang lại những trải nghiệm học tập hòa nhập và bình đẳng. | |||
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Revision as of 02:45, 10 September 2021
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Theoretical Foundations
"We learn implicitly and explicitly throughout our days and over the course of our lives."
The case for attending holistically to SEL has deep theoretical roots. The Ecological Framework for Human Development (Bronfenbrenner, 1979) places the child at the center of six systemic levels that shape an individual’s development (see Figure 1). These levels are the individual; the microsystem, which includes the child’s family, friends, educators, and others who directly interact with and influence the child; the mesosystem, which includes connections between individuals in the microsystem; the exosystem, which includes individuals and circumstances that indirectly influence the child’s microsystem, such as the caregivers’ work schedules or the community’s resources; the macrosystem, which includes broad societal forces that shape a child’s environment, such as cultural values, customs, and laws; and the chronosystem, which represents time’s influence on the child through experiences and developmental changes.
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The Components of a Holistic Approach to SEL A holistic approach to SEL supports both children’s and educators’ social-emotional competencies, provides SEL throughout the day and across the stages of child development, and occurs in positive, supportive environments. The following sections review the evidence on the effects of these approaches to SEL.
1. SEL Throughout the Child’s Day
2. Developmentally Appropriate SEL Over Time
3. Educator SEL
4. Positive Implementation Environment Education scholars have long documented that a positive school culture and climate, characterized by high levels of trust, benefit students and teachers (Bryk & Schneider, 2002). Edgar Schien (1995) defines culture as how things are done at an organization and climate as how children and adults feel about how things are done. Compared to low-trust schools, teachers in high-trust schools are more likely to work with parents and experiment with new teaching methods to improve their practice, and students have better attendance and perseverance (Bryk & Schneider, 2002). Recognizing the importance of school and classroom culture and climate, schools have widely adopted systems and tools like Positive Behavioral Interventions and Supports (PBIS) and the Classroom Assessment Scoring System (CLASS) to improve learning environments. In addition to laying a strong foundation for SEL program implementation, these efforts have had positive effects on a variety of outcomes, including increased academic performance and reduced suspensions and office disciplinary referrals (Bradshaw et al., 2010; James et al., 2019)
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Holistic SEL: A Shared Vision
Research makes clear that the more holistic a community’s approach to SEL, the more benefits there are for children. Coordinating the social-emotional language, skills, and strategies educators and caretakers use provides children consistent messaging and critical reinforcement throughout their days and school years. Additionally, children benefit when adults make efforts to provide positive and supportive learning environments and model the social-emotional competencies they hope to nurture in youth. SEL programming can have beneficial effects on children, but isolated approaches leave opportunities untapped. Conversely, a holistic approach to SEL brings communities together around a shared vision for how children can grow, learn, and thrive.
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Baker, J. A., Grant, S., & Morlock, L. (2008). The teacher-student relationship as a developmental context for children with internalizing or externalizing behavior problems. School Psychology Quarterly, 23(1), 3–15. https://doi.org/10.1037/1045-3830.23.1.3
of Education, 46(3), 333–345. https://doi.org/10.1080/030576 4X.2016.1142504
and emotional learning: Proximal and distal outcomes. American Journal of Community Psychology, 51(3–4), 530–543. https://doi.org/10.1007/s10464-013-9570-x
Promoting educational success for all preschool to high school students. American Psychologist. Advance online publication. https://doi.org/10.1037/amp0000701
# 2015-21). Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. https://www.acf.hhs.gov/sites/default/files/opre/report_1_foundations_ paper_final_012715_submitted_508.pdf
Ocasio, K., Van Alst, D., Koivunen, J., Huang, C.-C., & Allegra, C. (2015). Promoting preschool mental health: Results of a 3 year primary prevention strategy. Journal of Child and Family Studies, 24, 1800–1808. https://doi.org/10.1007/s10826-014-9983-7
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