Refine your search
Collections
Co-Authors
Year
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z All
Sapra, Rekha
- Social and Emotional Learning in Digital Age: Future Trajectories for Children and Adolescents
Abstract Views :221 |
PDF Views:0
Authors
Affiliations
1 Department of Human Development and family Empowerment, Bharati College, University of Delhi, Delhi, IN
1 Department of Human Development and family Empowerment, Bharati College, University of Delhi, Delhi, IN
Source
International Journal of Education and Management Studies, Vol 9, No 4 (2019), Pagination: 237-239Abstract
The digital technology as a powerful influence on how and what we learn has been established by an array of researches in this domain. The relevance and significance of social and emotional skills has been researched extensively for its role in promoting well-being. The core skills, which have been identified by social-emotional learning (SEL) programs focus on self-awareness, self-management, responsible decision making, social awareness and relationship skills. The umbrella term for SEL includes skills of team work, collaborative abilities, negotiation skills, critical thinking, ethical and social responsibility and effective communication to name a few. SEL is still an emerging field of enquiry and fostering and promoting it through technology has powerful implications for positive outcomes. World Economic Forum notes that both current and leading edge tools have the potential to bring social-emotional competencies to school. Digital technology is a powerful and all pervasive tool which can be used positively in classroom situations. Teachers, researchers, psychologists, mental health professionals and all the stake holders can come together to make use of the available digital programs in a positive structured manner. The discussion in this paper are based on social media platforms and other games based learning solutions for enhancing critical skills of decision making, critical thinking, empathy, and ethical behaviour by children and adolescents. Use ofFacebook in a responsible manner, dealing with comments on social media and many other digital platforms can be used by educators, psychologists and researchers in an interactive manner to promote student engagement, peer collaboration. Certain wearables do indicate if the stress level has increased. These are accompanied by positive suggestion and techniques like breathing exercises, soothing music. The digital technology is here to stay. Bring technology to the children in a responsible structured manner so that it becomes a fertile ground for learning the positive skills.Keywords
Social-Emotional Skills, Peer Collaboration, Critical Skills, Decision Making.References
- Burk, D. (1996). Understanding friendship and social interaction. Childhood Education, 72(5), 282-285.
- Denham, S. A. (2006). Social-emotional competence as support for school readiness What is it and how do we assess it? Early Education and Development, Special Issue Measurement o f school Readiness, 77(1), 57-89.
- Ellias, M. A. (1992). Building social problem solving skills: Guidelinesfrom a school based program. SanFransico: CA: Josey-Bass.
- Empathy (2015, may 18). Retrieved fromhttps://en.wikipedia/org/wiki/empathy.
- Globokar, R (2018). Impact of digital media on social, emotional and moral development of children. Novaprisutnostr 76(3), 545-560. https:doi.org/10.31192 /np.16.3.8.
- Goleman,D. (n.d.). Workingwith emotional intelligence, ebook.
- Grover, S. L. (2017, July 14). ffow technology lowers emotional intelligence in kids. Retrieved from https://www.psychologytoday.com: https;//www.psychology today.com/US/blog/When-kids-call-theshots/201707/
- http://casel.org/why-it-matters/benefits-of-sel/. (n.d.).
- Illinois early learning Project (2013). Retrieved from illinoisearlyleaming.org/ields/.
- intentionalworkplace.com/2011/09/08/developing-emotional-competency/ (2011, September 8). Retrieved from intentionalworkplace.com, developing emotional competency,.
- Jackson, A.L., Eye, V. A., & Biocca, F. (2003, December). Children and Internet use: Social, psychological and academic consequences fo r low-income children. Retrieved from apa.org/science/about/psa/2003/12/jackson.
- Joseph, G., & Strain, P. (2003). Comprehensive evidence-based social-emotional curricula for young children: An analysis of efficacious adoption potential. Sage Journals, 23(2), 62-73. Journals.sagepub.com, https://doi.org/10.ll77/0 2711214030020201. Retrieved from Sa.
- Killick, S. (2012). Building relationships through story telling: A foster carer guide to attachment and stories. Retrieved fromwww.fostering.net.
- Killick, S., & Boffey, M. (2012). Building relationships through story telling: A foster carer's guide to attachment and stories. London: The fostering Network.
- Kraut, R , Kiesler, S., Boneva, B., Cummings, J., Helgeson, V., & Crawford, A. (2002). Internet paradox revisited. .Journal o f Social Issues, 58,49-74.
- Ladd, G. (1999). Peer relationships and social competence during early and middle childhood. Annual Review o f Psychology, 50,333-359.
- Lifeskillshandbooks.com/2009/ll/life-skills-definitions-ides-resources/ (2009, November 25). Retrieved fromwww.lifeskillshandbooks.com.
- Luthar, S. C. (2000). The construct of resilience: A critical evaluation and guidelines for future work. Child Development, 77(3), 543-562.
- Pennycuff, S. M. (May 2008). The powers of story: Using storytelling to improve literacy learning. Journal o f Cross- Disciplinary Perspective on Education, 7(1), 3643.
- Preventing Mental, Emotional & Behavioral Disorders among Young People. Progress & Possibilities (2009). Retrieved fromhttps://www.nap.edu/resourcesl2480.
- Research summary: Resilience & At-risk Children & Youth (2013, April). Retrieved fromcenter.serve.org/nche/downloads/resilience.pdf.
- Roschelle, J., Pea, R. D., Hoadley, C. M., Gordon, D. N., & Means, B. M. (2000). Changing How and what children leam in school with computer based technologies. Children and computer Technology, 70(2), 76-101. https;//wwwfuture o f children.org.
- Shields, M., & Behrman, R E. (2000). Child and computer technology: Analysis and recommendations. The Future o f Children, 70(2), 4-30. https://www.futureof children.org, accessedDecember2019.
- Subrahmanyam, K., Greenfield, P., Kraut, R , & Gross, E. (2001). Impact of computer use on Children's and adolescents' development. Applied Developmental Psychology, 22yl-3Q.
- Why training Teachers in social & Emotional Leamingis just as important as ABC's (retrieved 2018, May 05). Retrieved from https://www.newameica.org/educationpolicy/edcentral.
- www.mentalhealth.orguk (Retrieved 2019, September 12). Retrieved from www.mentalhealth.orguk/sites/default/files/impactspirituality.pdf2006.
- www.ischolar_mainsofempathy.org (2015, September 13). Retrieved from www.ischolar_mainsofempathy.
- Conceptual Development in Children: Implications for Education
Abstract Views :208 |
PDF Views:0
Authors
Affiliations
1 Department of Human Development and Family Empowerment Bharati College, University of Delhi, Delhi, IN
1 Department of Human Development and Family Empowerment Bharati College, University of Delhi, Delhi, IN
Source
International Journal of Education and Management Studies, Vol 9, No 4 (2019), Pagination: 296-297Abstract
The paper tries to explore concept formation in children from a cognitive perspective. The concept of Zone of Proximal Development from Vygotsky's cognitive theory has been adapted to promote concept formation in children. Most important objective of the educational system is to help children in their potential actualization. Based on my major research on social and emotional skills for children and conceptual development. Amodelhas been developed to enhance motivation levels in children. The main objective in the present paper is to focus on concept attainment, enhancing self-esteem and motivating the child to perform well. De-emphasis on the grades, coupled with positive motivational strategies have been found to be of great help. Most children fail to try out techniques or answer in class because of the fear of failure. In the paper I am proposing a model in a concise form for confidence building and motivating children to perform better.Keywords
Zone of Proximal Development, Cognition, Potential Actualization.References
- Bell, M. (2004). Emotion and cognition: An intricately bound developmental process. Chid Development, March/April, 75(2), 366-370.
- Blair, C. (2002). School readiness: Integrating cognition and emotion in a neurobiological conceptualization of children's functioning at school entry. American Psychologist, 57,111-127.
- Dodge, K. (1980). Social cognition and children's aggressive behavior. Child Development, 5 1 ,162-170.
- Elias, M. (2001). Prepare childrenfor the tests of Life, not a life oftests. Education week [on line] http//www.edweek.org/ew/ew_printstory.cfm?-04elias.h21.
- Empathy (2015, may 18). Retrieved fromhttps://en.wikipedia/org/wiki/empathy.
- Eric, M. (2015, September). Story telling therapy. Retrieved from www.story tellinginstitute.org/2pdf.
- Frogan, J. (2002). Using Bibliotherapy to teach problem solving. Intervention in School and Clinic, 38(2), 75-82.
- Garmezy, N. M. (1984). The study of stress and competence in children: A building block for developmental psychopathology. Child Development, 55,97-111.
- Goleman,D. (n.d.). Working with emotional intelligence, ebook.
- http://casel.org/why-it-matters/benefits-of-sel/. (n.d.).
- Killick, S., & Boffey, M. (2012). Building Relationships through Story Telling: A foster carer's guide to attachment and stories. Retrieved from www.fostering.net: stevenkillick.files.wordpress.com/2018/04/building-relationships-throughstorytelling.pdf
- Elias, M.J. (2004). The connection between social-emotional learning and learning disabilities: Implications for interventions. Learning disability Quarterly; 27(1), 5363.
- Nelson, M. (1993). Exploration of the bibliotherapeutic approach -with the adopted child. Retrieved from google Search, Masters Abstract International 31/01,158.
- Piaget, J. (1926). The language and thought of the child. New York: Harcourt, Brace.
- Piaget, J. (1950). Thepsychology of intelligence. New York: Harcourt, Brace.
- Preventing Mental, Emotional and Behavioral Disorders among Young People. Progress & Possibilities (2009). Retrieved from https://www.nap.edu/resourcesl2480.
- Rekha, S. (2015). Intervention strategies to enhance social emotional competence of children. New Delhi: unpublished research document.
- Sapra, R. (2018). Biblioitherapy: Enriching social emotional skills in children. In R Sapra (Ed.), Reflections: Skillsfor social and emotional well-being (pp. 60-75). New Delhi: Authors Press.
- Sapra, R. (2001). Beyond cognition: Implicationsfor education. Delhi, India: Rajat Publications.
- Sapra, R (2005). Conceptual Development in Children. Delhi, India: Satyam Publications.
- Sapra, R (2019). Social and emotional well-being of children: Facilitating role of bibliotherapy. International Journal of Science and Research, 10(8), 814-821.
- Vygotsky, L. (1962). Thought and language. Maschusttes Cambridge: M.I.T press.
- Why training Teachers in social and Emotional Leamingis just as important as ABC's, (retrieved 2018, May 05). Retrieved from https://www.newameica.org/educationpolicy/edcentral.
- www.ischolar_mainsofempathy.org. (2015, September 13). Retrieved from www.ischolar_mainsofempathy.