References
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[2]. UNESCO, F., UNICEF, S., The World Bank, T., UNFPA, F., UNDP, F., UN Women, S., UNHCR, S.: SDG4–Education 2030 Framework for Action. In: Education 2030 Incheon Declaration and Framework for Action for the Implementation of Sustainable Development Goal 4, pp. 15–81. UNESCO, Paris (2015).
[3]. Yaqing Mao, F., Yuan Du, S., Kunquan Yi, T., Dai Wen, F.: School Improvement Based on the Development of Students’ Social Emotional Skills–Exploration and Practice of the MOE–UNICEF “Social–Emotional Learning” Project. Exploration 11, 31–33 (2018).
[4]. UNESCO, F.: Education for Sustainable Development Goals: Learning Objectives. UNESCO, Paris (2017).
[5]. GCED Clearinghouse Homepage, https://www.gcedclearinghouse.org/resources/video-socio-emotional-learning-key-building-global-citizenship?language=zh-hans, last accessed 2023/01/26.
[6]. Ministry of Education (MOE) of the People’s Republic of China, F., UNICEF, S.: Social and Emotional Learning Manual on Classroom Teaching. MOE–UNICEF SEL Programme Team, Beijing (2020).
[7]. Joseph A Durlak, F., Roger P Weissberg, S., Allison B Dymnicki, T., Rebecca D Taylor, F., Kriston B Schellinger, F.: The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions. Child Development 82(1), 405–432 (2011).
[8]. Stephanie M Jones, F., Sophie P Barnes, S., Rebecca Bailey, T., Emily J Doolittle, F.: Promoting Social and Emotional Competencies in Elementary School. The Future of Children 27(1), 49–72 (2017).
[9]. Wei Shen, F., Juan Wang, S.: What Does the Social Emotional Learning Mean for National Talents Cultivation: From a Perspective of Policy Mobility. Research in Educational Development 39(20), 8–17 (2019).
[10]. Joseph L Mahoney, F., Roger P Weissberg, S., Mark T Greenberg, T., Linda Dusenbury, F., Robert J Jagers, F., Karen Niemi, S., Melissa Schlinger, S., Justina Schlund, E., Timothy Shriver, N., Karen VanAusdal, T., Nicholas Yoder, E.: Systemic Social and Emotional Learning: Promoting Educational Success for All Preschool to High School Students. American Psychologist 76(7), 1128–1142 (2020).
[11]. Jing Zhang, F., Zeliang Jin, S.: Research and Implications on the OECD Assessment on Social and Emotional Skills of Teenagers. Education Approach 5, 5–10 (2022).
[12]. Diane M Hoffman, F.: Reflecting on Social Emotional Learning: A Critical Perspective on Trends in the United States. Review of Educational Research 79(2), 533–556 (2009).
[13]. Timothy P Shriver, F., Roger P Weissberg, S.: A Response to Constructive Criticism of Social and Emotional Learning. Phi Delta Kappan 101(7), 52–57 (2020).
[14]. India Development Review Homepage, https://idronline.org/article/education/social-emotional-learning-programmes-must-be-critically-reviewed, last accessed 2023/01/26.
[15]. Kimberly A Schonert-Reichl, F.: Advancements in the Landscape of Social and Emotional Learning and Emerging Topics on the Horizon. Educational Psychologist 54(3), 222–232 (2019).
[16]. ERIC Homepage, ERIC - ED574862 - What Does Evidence-Based Instruction in Social and Emotional Learning Actually Look Like in Practice? A Brief on Findings from CASEL's Program Reviews, Collaborative for Academic, Social, and Emotional Learning, 2015-Oct, last accessed 2023/02/06.
[17]. Mark T Greenberg, F.: School‐Based Prevention: Current Status and Future Challenges. Effective Education 2(1), 27–52 (2010).
[18]. Michael Wigelsworth, F., Neil Humphrey, S., Ann Lendrum, T.: A National Evaluation of the Impact of the Secondary Social and Emotional Aspects of Learning (SEAL) Programme. Educational Psychology 32(2), 213–238 (2012).
[19]. Yaqing Mao, F.: Social–Emotional Learning Training Manual. Beijing Normal University Press, Beijing (2018).
[20]. Chuanli Yang, F., Yaqing Mao, S.: The Relationship between Primary School Students’ Social-Emotional Competence and School Management in the Western Rural Areas: Based on the Perspective of Education Equity and Quality. Journal of Schooling Studies 14(1), 37–45 (2017).
[21]. Wenli Liu, F., Xuefeng Chen, S.: Investigation and Analysis of Mental Health Status of
[22]. Rural out-of-School Adolescents in Ten Provinces (Autonomous Regions). Journal of China Youth College for Political Sciences 2, 24–28 (2008).
[23]. Wang Zhou, F.: How is the Policy Pilot Conducted–Descriptive Analysis of the General Process of the Pilot. Contemporary Chinese Political Research Report 00, 83–97 (2013).
[24]. Qingyun Chen, F.: Public Policy Analysis. 2nd edn. Peking University Press, Beijing (2011).
[25]. Jin Tian, F., Yaqing Mao, S., Ru Fang, T.: The Implementation and Experience of “Social and Emotional Aspects of Learning” in Britain. International and Comparative Education 4, 74–80 (2021).
Cite this article
Fan,Z. (2023). The Development and Innovation of Social-Emotional Learning in China. Lecture Notes in Education Psychology and Public Media,10,119-128.
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References
[1]. CASEL Homepage, https://casel.org/fundamentals-of-sel, last accessed 2023/01/26.
[2]. UNESCO, F., UNICEF, S., The World Bank, T., UNFPA, F., UNDP, F., UN Women, S., UNHCR, S.: SDG4–Education 2030 Framework for Action. In: Education 2030 Incheon Declaration and Framework for Action for the Implementation of Sustainable Development Goal 4, pp. 15–81. UNESCO, Paris (2015).
[3]. Yaqing Mao, F., Yuan Du, S., Kunquan Yi, T., Dai Wen, F.: School Improvement Based on the Development of Students’ Social Emotional Skills–Exploration and Practice of the MOE–UNICEF “Social–Emotional Learning” Project. Exploration 11, 31–33 (2018).
[4]. UNESCO, F.: Education for Sustainable Development Goals: Learning Objectives. UNESCO, Paris (2017).
[5]. GCED Clearinghouse Homepage, https://www.gcedclearinghouse.org/resources/video-socio-emotional-learning-key-building-global-citizenship?language=zh-hans, last accessed 2023/01/26.
[6]. Ministry of Education (MOE) of the People’s Republic of China, F., UNICEF, S.: Social and Emotional Learning Manual on Classroom Teaching. MOE–UNICEF SEL Programme Team, Beijing (2020).
[7]. Joseph A Durlak, F., Roger P Weissberg, S., Allison B Dymnicki, T., Rebecca D Taylor, F., Kriston B Schellinger, F.: The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions. Child Development 82(1), 405–432 (2011).
[8]. Stephanie M Jones, F., Sophie P Barnes, S., Rebecca Bailey, T., Emily J Doolittle, F.: Promoting Social and Emotional Competencies in Elementary School. The Future of Children 27(1), 49–72 (2017).
[9]. Wei Shen, F., Juan Wang, S.: What Does the Social Emotional Learning Mean for National Talents Cultivation: From a Perspective of Policy Mobility. Research in Educational Development 39(20), 8–17 (2019).
[10]. Joseph L Mahoney, F., Roger P Weissberg, S., Mark T Greenberg, T., Linda Dusenbury, F., Robert J Jagers, F., Karen Niemi, S., Melissa Schlinger, S., Justina Schlund, E., Timothy Shriver, N., Karen VanAusdal, T., Nicholas Yoder, E.: Systemic Social and Emotional Learning: Promoting Educational Success for All Preschool to High School Students. American Psychologist 76(7), 1128–1142 (2020).
[11]. Jing Zhang, F., Zeliang Jin, S.: Research and Implications on the OECD Assessment on Social and Emotional Skills of Teenagers. Education Approach 5, 5–10 (2022).
[12]. Diane M Hoffman, F.: Reflecting on Social Emotional Learning: A Critical Perspective on Trends in the United States. Review of Educational Research 79(2), 533–556 (2009).
[13]. Timothy P Shriver, F., Roger P Weissberg, S.: A Response to Constructive Criticism of Social and Emotional Learning. Phi Delta Kappan 101(7), 52–57 (2020).
[14]. India Development Review Homepage, https://idronline.org/article/education/social-emotional-learning-programmes-must-be-critically-reviewed, last accessed 2023/01/26.
[15]. Kimberly A Schonert-Reichl, F.: Advancements in the Landscape of Social and Emotional Learning and Emerging Topics on the Horizon. Educational Psychologist 54(3), 222–232 (2019).
[16]. ERIC Homepage, ERIC - ED574862 - What Does Evidence-Based Instruction in Social and Emotional Learning Actually Look Like in Practice? A Brief on Findings from CASEL's Program Reviews, Collaborative for Academic, Social, and Emotional Learning, 2015-Oct, last accessed 2023/02/06.
[17]. Mark T Greenberg, F.: School‐Based Prevention: Current Status and Future Challenges. Effective Education 2(1), 27–52 (2010).
[18]. Michael Wigelsworth, F., Neil Humphrey, S., Ann Lendrum, T.: A National Evaluation of the Impact of the Secondary Social and Emotional Aspects of Learning (SEAL) Programme. Educational Psychology 32(2), 213–238 (2012).
[19]. Yaqing Mao, F.: Social–Emotional Learning Training Manual. Beijing Normal University Press, Beijing (2018).
[20]. Chuanli Yang, F., Yaqing Mao, S.: The Relationship between Primary School Students’ Social-Emotional Competence and School Management in the Western Rural Areas: Based on the Perspective of Education Equity and Quality. Journal of Schooling Studies 14(1), 37–45 (2017).
[21]. Wenli Liu, F., Xuefeng Chen, S.: Investigation and Analysis of Mental Health Status of
[22]. Rural out-of-School Adolescents in Ten Provinces (Autonomous Regions). Journal of China Youth College for Political Sciences 2, 24–28 (2008).
[23]. Wang Zhou, F.: How is the Policy Pilot Conducted–Descriptive Analysis of the General Process of the Pilot. Contemporary Chinese Political Research Report 00, 83–97 (2013).
[24]. Qingyun Chen, F.: Public Policy Analysis. 2nd edn. Peking University Press, Beijing (2011).
[25]. Jin Tian, F., Yaqing Mao, S., Ru Fang, T.: The Implementation and Experience of “Social and Emotional Aspects of Learning” in Britain. International and Comparative Education 4, 74–80 (2021).