The Social and Emotional Learning of Young Children: In Thai Context
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Abstract
Previous studies in other countries found that the Social and Emotional Learning (SEL) has been regarded as learning processes which depend on an interaction with social contexts surrounding children. This interaction may develop positive behaviors and academic achievement as well as effectively prevent and alleviate various behavioral, emotional, and mental problems. Nonetheless, the SEL has been underinvestigated in Thai academic communities. Only a few studies addressed the SEL concepts, but it has not been fully implemented either in terms of an intervention or a standardized tool for assessing physical development and the SEL in young children.
The authors clearly express ideas to encourage all relevant parties to prioritize and comprehend the SEL concepts. To achieve this, the authors had studied the guidelines for creating the SEL programs from review and research articles from many countries. It is suggested that the SEL program usually created in line with the SAFER principle. Accordingly, the authors had modified the given principle to suit Thai social contexts. This modified principle will be effectively employed to promote the SEL for Thai young children in the future.
Furthermore, the authors had also synthesized the standard of SEL to be consistent with the SEL indicators of Thai young children. This revision may benefit interested persons to utilize the SEL standard to create developmental and SEL assessment instruments for young children in the future.
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เรื่องที่ลงตีพิมพ์ในวารสารจิตวิทยาคลินิกแล้วถือเป็นลิขสิทธิ์การเผยแพร่โดยวารสารจิตวิทยาคลินิกแต่เพียงผู้เดียว การตีพิมพ์หรือเผยแพร่ซ้ำในที่อื่นต้องได้รับอนุญาตจากกองบรรณาธิการวารสารฯ
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