Conclusion on Social and Emotional Education

The children need to be prepared by Social and Emotional Education or SEE to get successful and also in gratifying grown-up citizenship.  As mentioned above that there are many positive outcomes from Social and Emotional Education or SEE which influence the academic success of children and their learning skills as well. The Social and Emotional Education or SEE has been applied in the school curriculum in many countries such as United Kingdom, United States, and also the Europe Union, plus, it has resulted in many progressive effects for the children. In addition to this, the application of Social and Emotional Education or SEE into the school curriculum has supported in preparing the students to become good citizens for their country. For this reason, many countries now have realized the importance of implementing Social and Emotional Education or SEE into most of their schools. In fact, Social and Emotional Education or SEE programmes effectiveness both in the United States and other countries across the world, mentioned Europe as well, testified for the comprehensive effect on the complete seven consequences determined, specifically, mental wellbeing, improved social skills, academic success, confident self-image, pro-social behavior, condensed anti-social behavior and material misuse.

A “mindsight,” from Daniel J. Siegel points out that concrete experiences of childhood are fewer significant rather than how our sense of those experiences. He mentioned that if parents constantly flop to recognize and also deliberate the links between the behavior of their child and their emotions, then the potential consequence would appear that the child would not be able to gain any vision into their own opinions and emotional state, nor would the child value other people’s feeling as well.

References of Social and Emotional Education

Cooper, P. & Cefai, C., 2009. Promoting Emotional Education: Engaging Children and Young People with Social, Emotional and Behavioural Difficulties. s.l.:Jessica Kingsley Publishers.

Diekstra, R. F. & Gravesteijn, C., 2008. Effectiveness of school-based social and emotional education programmes worldwide. Social and emotional education: An international analysis, pp. 255-312.

Durlak, J. A., Domitrovich, C. E., Weissberg, R. P. & Gullotta, T. P., 2016. Handbook of Social and Emotional Learning: Research and Practice. s.l.:Guilford Publications.

Greenberg, M. T. et al., 2003. Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning. American psychologist .

Gunawardena, D. N., 2018. Review on Emotional Intelligence Related Personality Traits and its Impact for Professional Contexts..

Howard-Jones, P. A., 2014. Neuroscience and education: myths and messages. Nature Reviews Neuroscience.

Humphrey, N., Lendrum, A. & Wigelsworth, M., 2013. Making the most out of school-based prevention: Lessons from the social and emotional aspects of learning (SEAL) programme. Emotional and Behavioural Difficulties , pp. 248-260.

Merrell, K. W. & Gueldner, B. A., 2010. Social and Emotional Learning in the Classroom: Promoting Mental Health and Academic Success. s.l.:Guilford Press.

Siegel, D., 2010. Mindsight. s.l.:Oneworld Publications.