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The Collaborative for Academic, Social, and Emotional Learning (CASEL) was founded in 1994, and participants published Promoting Social and Emotional Learning: Guidelines for Educators in 1997. [8] In 2019, the concept of Transformative Social and Emotional Learning (Transformative SEL, TSEL or T-SEL) was developed. Transformative SEL aims to ...
Affective objectives typically target the awareness and growth in attitudes, emotion, and feelings. There are five levels in the affective domain, moving through the lowest-order processes to the highest: Receiving: The lowest level; the student passively pays attention. Without this level, no learning can occur. Receiving is about the student ...
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In turn, these teachers felt better prepared to handle conflicts that arose inside the classroom, and when students experienced this positive approach they were more cooperative (see cooperative learning). This shows how incorporating emotional literacy into a child's education is a school-wide collaborative effort.
Social emotional development represents a specific domain of child development.It is a gradual, integrative process through which children acquire the capacity to understand, experience, express, and manage emotions and to develop meaningful relationships with others. [1]
Social learning theory is a theory of social behavior that proposes that new behaviors can be acquired by observing and imitating others. It states that learning is a cognitive process that takes place in a social context and can occur purely through observation or direct instruction, even in the absence of motor reproduction or direct reinforcement. [1]
Deflections are the distances in the EPA space between transient and fundamental affective meanings. For example, a mother complimented by a stranger feels that the unknown individual is much nicer than a stranger is supposed to be, and a bit too potent and active as well – thus there is a moderate distance between the impression created and the mother's sentiment about strangers.
Finally, high levels are characterized by capacity for focused and flexible awareness of nuances specific to different contexts and affect intensities, distinct openness to affective activation and its motivating and regulating functions, along with explicit reflection about the information inherent in the affect with its meanings and ...