Introduction
Social Emotional Learning (SEL) is one of the most popular concepts of the last decade. Many studies prove that the world needs a new generation of emotionally educated people. Such a skill makes it possible to understand the essence and influence of emotions on our lives and those who can manage themselves and live in harmony with others. Child-maternal relationships are crucial to developing emotional intelligence because social skills and a communication culture start to develop in childhood.
Discussion
The first publication on this topic said that ideas about intelligence and emotions had changed radically over the past few decades. SEL appeared precisely in the context of the development of social intelligence problems by researchers such as Gilford, Gardner, and Eysenck (Lawson et al., 2018). In the article, the authors referred to the potentially controversial phrase emotional intelligence, explanation of related skills, and the influence of mother-child relationships.
Interest in SEL research has increased since society is no longer satisfied with reproductive teaching methods based on convergent thinking with its leading indicator – IQ. The ideas used in past research, such as emotional and intellectual educational environment, emotionally inclusive school, SEL, emotional competence, and creativity, are now implemented in the modern education system. In the United States, specific standards for teaching SEL skills were established for each grade from kindergarten through senior year of high school.
Conclusion
In conclusion, SEL has been explored as skills for recognizing and managing emotions, developing empathy and concern for others, and making responsible decisions. SEL educational technology is the most efficient since a positive and trusting relationship between the teacher and the student is a crucial determining factor. It supports better behavioral competency and social and emotional growth; learning will improve older children’s relationship with their parents.
Reference
Lawson, G. M., McKenzie, M. E., Becker, K. D., Selby, L., & Hoover, S. A. (2018). The core components of evidence-based social-emotional learning programs. Prevention Science, 20(4), 457–467. Web.