What Does Social-Emotional Learning Look Like in Mainland China? Open Access
Overwhelming evidence has shown that well-delivered Social-Emotional Learning (SEL) programs are essential to the short-term and long-term improvements in academic achievement, social skills, and mental health of students across ages and abilities. SEL has become a growing priority for educational investment at both the federal and the state level in the US. Since SEL was introduced and defined by Collaborative for Academic, Social, and Emotional Learning (CASEL) two decades ago, it has captured the interest of researchers, educators, and policy-makers around the world. In 2012, the Ministry of Education of China partnered with UNICEF and officially introduced SEL to the Chinese education system. The purpose of this research is to investigate the ways SEL has been integrated into the education system in China, especially in early childhood school settings. Data was gathered through a literature review to understand SEL for young children in Chinese educational context. The research is ongoing. Findings and implications of the research will be reported and discussed at the poster session. The research will lead to further investigation of the effects of SEL programs in different cultural contexts and the cultural sensitivity of SEL practices.
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