Theoretical Bases Of “Social-Emotional Learning Intervention Programs” For Preschool Children
Yazarlar (2)
Doç. Dr. Pınar AKSOY
Tokat Gaziosmanpaşa Üniversitesi, Türkiye
| Makale Türü |
Özgün Makale
|
| Makale Alt Türü | Uluslararası alan indekslerindeki dergilerde yayınlanan tam makale |
| Dergi Adı | IOJET |
| Dergi ISSN | 2148-225X |
| Dergi Tarandığı Indeksler | ERIC |
| Makale Dili | İngilizce |
| Basım Tarihi | 10-2020 |
| Cilt No | 7 |
| Sayı | 4 |
| Sayfalar | 1517 / 1531 |
| Makale Linki | http://iojet.org/index.php/IOJET/article/view/1010 |
| Özet |
| From the point of view that every child is unique and valuable, the need for developing theirskills and abilities, and their need for learning and development, in the context of their learningstyles/developmental characteristics, must be supported. Because of social-emotional learningskills are comprehensive and very important skills, teaching of these skills requires specificmethods and strategies. Social-emotional learning intervention programs can be developed onthe basis of various theories. The aim of this review is to evaluate the theoretical bases ofsocial-emotional learning intervention programs for preschool children. The available fivesocial-emotional learning intervention programs used for preschool age children are explainedby basic theories. These programs are; “You Can Do It! Education”, “The Tools of the Mind”,“Conscious Discipline: Building Resilient Classrooms”, “INSIGHTS” and “Social Skills inPictures, Stories, and Songs”. Results of the current review showed that “You Can Do It!Education” stands on cognitive-behavioral theory, while “The Tools of the Mind” is based oncultural-historical theory as well as “Conscious Discipline: Building Resilient Classrooms”stands on brain-theory. Meanwhile, “INSIGHTS” is based on temperament theory, and “SocialSkills in Pictures, Stories, and Songs” is based on multisensory theory. It was underlined thatthese intervention programs are highly important for developing social-emotional learning inpreschool children. It should be considered whether the theories of these intervention programsare usable for the target skills. Effects of social-emotional learning intervention programs basedon different theories can be comparatively examined in future studies. |
| Anahtar Kelimeler |
