Affective Domain Development

Personal, Social and Emotional Development - This area is split into three aspects. Firstly, ‘self-confidence and self-awareness’, this means that children are confident with familiar people and are confident to try new activities. Secondly, ‘managing feelings and behaviour’, this means that children are able to show their feelings and know that some behaviour is unacceptable. Finally, the last aspect is ‘making relationships’, this means that children can play with peers and listen to others ideas about activities. Children can then also build relationships with their key person and other members of staff.

Children are very complex, unique and varied individuals whose genetics, connections and backgrounds all perform significant roles in their emotional development (Wilson, 2003). The genetic blueprint a child inherits from its parents may plot a course for development but the environment and the influences within can affect how the child is shaped, how they connect with and are perceived by others and how their emotions are or are not expressed. Wilson (2003) points out emotions as an experience that is linked to cognitive interpretation, context, subjective feeling, physical reaction and behavioural expression. Campos, Campos, and Barrett (1989) suggest emotions are processes of establishing, maintaining, or disrupting the relations between the person and the internal or external environment, when such relations are significant to the individual.

Personal, social and emotional developments (PSED) are acknowledged as one of the starting point of accomplishment in life. PSED is about the whole child, how they are developing now, what they can do to reach their goals but also contribute to their community and how children perceive their identity and ability, understand their relation to the others in the society and apprehend their own and others’ feelings. PSED are a part of children’s development where they will be able to communicate effectively and be able to develop positive behavior among themselves and to others. According to the Early Years Foundation Stage (EYFS), PSED is consists of three aspects which are self-confidence and self-awareness, managing feelings and behavior

Preparing students for life success, requires a balanced education that includes social and emotional education. It is important that families, schools and communities come together to achieve this. This article is researching the positive effects, of social and emotional learning of students in kindergarten to eighth grade. This article summarizes three reviews of research on the impact of social and emotional learning (SEL) programs on elementary school and middle age school students. These programs promote social and emotional skills (Weissberg, Taylor, Schellinger, Payton, Pachan, Dymcicki and Durlak, 2008). The SEL programs showed many benefits in both school and after-school settings for students with and without behavioral and

Social and emotional development - forming relationships, learning social skills, self reliance and decisions making. Developing self confidence and learning how to recognise and deal with emotions.

Students will learn about the connection between their own emotional behaviour and understandings and how this influences their interpersonal relationships

“Emotional intelligence is the ability to regulate your emotions and understanding others for effective problem solving and living happily” (236 kail). Logan and his brother Austin often fight about ‘who ate the chips,’ or’ who did not do their chores.’ They have both failed to demonstrate emotional intelligence, in which resulted in pushing each other and insults. “Emotional coaching is a style of teaching that help people navigate the world of emotions. This requires taking others emotions seriously, seeing things from their point of view, and helping them develop skills to deal effectively with their emotions (Byerwalter “Emotional Coaching Handout”). My boyfriend Austin and I both know how to emotional coach. Since

More than ever before, our country needs schools that will prepare today’s youth for the challenges and opportunities they face, youth who will become knowledgeable, responsible, and caring citizens and leaders for the future. An outstanding education prepares students to be strong in a wide range of academic disciplines. This essay focuses on Social Emotional Learning and how to implement and sustain it within schools so that students can achieve greater academic success.

Most Public School Districts are committed to making sure that students develop content mastery and apply literacy skills in order to be ready for college and career. Students should learn SEL skills so they will not become distracted during instruction, by integrating academic lessons and activities with participation in classroom instruction. The purpose of teaching and providing opportunities are to help students develop the Ruler skills. The Ruler is an essential part of behavior to build relationships for academic success. In fact, research shows that emotions are pervasive in the way children think and play. Teachers have observed in classroom activities that students are overwhelmed with emotions, like frustration, loneliness, enjoyment, and interest. The cognitive process, and behavioral changes that support emotional experiences are adaptive, when the information they provide is attended for interpretations.

First teachers have to establish a classroom environment that shows they have modeled caring, fairness, respect and enthusiasm for learning and promotes a climate of trust and teamwork in their classroom. Another way teachers can nurture positive socio-emotional development is giving learners responsibilities and allow to accountable for their learning. Cooperative learning is a great way for the learner to show responsibility and be accountable. The teachers have to continually engage students in collaborative and self-directed learning environment where their students are encouraged to take risks and ownership of their own learning behavior. Teachers can also nurture positive socio-emotional development in gifted learners by teaching and reinforcing empathy. The teacher can teach empathy by providing a character education curriculum that is academically challenging and relevant. This will allow learners to engage in conversations, actively participate in conflict resolution and promote behavior such as kindness, honesty and good

According to researcher, it is important to create a healthy and respectful learning environment because young children experience their world an environment of relationships and these relationships affect virtually all aspects of their development, intellectual social, emotional, physical, behavioral and moral.

A comprehensive aptitude of self-regulation, empathy, independence and resilience is crucial to establishing high emotional literacy (Andrew, 2015, p.359). Based “on a large and diverse range of experiences”, such social and emotional understanding is fundamental in developing a secure base and resilient sense of self-concept; with emotional connection strategic in overcoming adversity (Andrew, 2015; Dowling, 2014). Such emotional capacity to regulate feelings is strongly influenced through primary attachments, with children often mirroring observed behaviours, whether positive or negative (Dowling, 2014). Thus, early experiences of a supportive family environment, endorsing the expression and discussion of emotions, positively promotes self-assertion

For this reason, teachers should teach socio-emotional skills with intention, as similar to how abilities such as reading and writing, for example, are initiated with purpose and structure. As an illustration, instead of suppressing a child’s negative emotions, teachers are encouraged to label the resulting body language. This assists the student to identify, and consequently manage, their feelings independently. Additionally, emotional intelligence can be promoted by assessing the educational environment and teaching practices to endorse self-regulation, such as creating a ‘caregiving box’ or ‘safe place’ for children to manage their emotions and return to a calm state

Because self-esteem is influenced by so many different things (e.g. society, media, friends, etc…) it is very important that parents and caretakers take the proper steps in helping a child develop a strong sense of who they are (Nuttall, 1991). By the time a child reaches three years of age they have experienced a very wide range of emotions (Cluff, N.D.) Parents, teachers and caregivers will lay the foundation upon which a child emotionally develops (Cluff, N.D.). Positive emotional development is important for children because this will not only determine their ability to develop healthy relationships with their peers but also how to successfully deal with their own emotions (Cluff, N.D.). Many theorists agree that there is a connection between a child’s emotional levels and development; they also

“Know Thyself” is a campaign that targets teens under 25 to spread awareness about Emotional Intelligence. The objective of the campaign is to educate the youth about the positive growth EQ skills provide, once implemented into their lives. The goal is to increase awareness of solutions of EQ and to increase motivation for making and sustaining these changes. Teach self-awareness, recognizing feelings and building a vocabulary for them. Seeing the links between thoughts, feelings, and reactions. Knowing if thoughts or feelings are ruling a decision. Managing emotions: realizing what is behind a feeling (ex: hurt triggers, anger) and learning ways to handle anxieties, anger and sadness. Higher self-esteem. Better understanding of the consequences of their behavior. Less destructive, better in social decision-making.