And although diversification of emotion regulation strategy use occurs at this age, school aged children continue to strengthen their use of previous regulation strategies as well. Notably, school age children continue to seek out regulation support, but not just from their parents, but increasingly from teachers and peers in this period. Children also show a developmental progression in differentiation of whom to go to for emotional support given then specific situations. Thus on the whole, by the beginning of adolescence, children have been become more skilled emotion regulators on the whole . Social emotional learning & development in schools Social and emotional learning in schools involves 5 key abilities: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making.Oberle, E., & Schonert-Reichl, K. A. (2017). Social and Emotional Learning: Recent Research and Practical Strategies for Promoting Children ’ s Social and Emotional Competence in Schools. Handbook of Social Behavior and Skills in Children, 175–197. These skills are seen as the foundation upon which people can build all other relational skills. These core skills allow people to regulate and process emotions, think critically, maintain positive relationships, collaborate, and communicate effectively.Woolfolk, Anita, et al. Human Development, Learning and Diversity 2015-2016: Third Custom Edition for the University of British Columbia/Adapted by Work from Anita Woolfolk, Nancy E. Perry, Teresa M. McDevitt and Jeanne Ellis Ormrod. Access and Diversity, Crane Library, University of British Columbia, 2016. Social and emotional learning also has a clear connection with and is positively linked to academic success. It promotes active learning within a community setting, providing the emotional support many need to grow academically. Social and emotional learning recognizes that learning is a social activity and is most productive through collaboration. Many child theorists stress the importance of learning as a social process in theories of child development. Vygotsky's developmental framework highlights the importance of children as social learners needing connections to learn and grow.John-Steiner, Vera, and Seana Moran. "Vygotsky ’ s contemporary contribution to the dialectic of development and creativity." Creativity and development (2003): 61-90.
And although diversification of emotion regulation strategy use occurs at this age, school aged children continue to strengthen their use of previous regulation strategies as well. Notably, school age children continue to seek out regulation support, but not just from their parents, but increasingly from teachers and peers in this period. Children also show a developmental progression in differentiation of whom to go to for emotional support given then specific situations. Thus on the whole, by the beginning of adolescence, children have become more skilled emotion regulators . Social emotional learning & development in schools Social and emotional learning in schools involves 5 key abilities: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making.Oberle, E., & Schonert-Reichl, K. A. (2017). Social and Emotional Learning: Recent Research and Practical Strategies for Promoting Children ' s Social and Emotional Competence in Schools. Handbook of Social Behavior and Skills in Children, 175–197. These skills are seen as the foundation upon which people can build all other relational skills. These core skills allow people to regulate and process emotions, think critically, maintain positive relationships, collaborate, and communicate effectively.Woolfolk, Anita, et al. Human Development, Learning and Diversity 2015-2016: Third Custom Edition for the University of British Columbia/Adapted by Work from Anita Woolfolk, Nancy E. Perry, Teresa M. McDevitt and Jeanne Ellis Ormrod. Access and Diversity, Crane Library, University of British Columbia, 2016. Social and emotional learning also has a clear connection with and is positively linked to academic success. It promotes active learning within a community setting, providing the emotional support many need to grow academically. Social and emotional learning recognizes that learning is a social activity and is most productive through collaboration. Many child theorists stress the importance of learning as a social process in theories of child development. Vygotsky's developmental framework highlights the importance of children as social learners needing connections to learn and grow.John-Steiner, Vera, and Seana Moran. "Vygotsky ' s contemporary contribution to the dialectic of development and creativity." Creativity and development (2003): 61-90.
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