| Title: | A review of the literature on social and emotional learning for students ages 3-8: Teacher and classroom strategies that contribute to social and emotional learning (part 3 of 4) |
| Description: | This is the third in a series of four related reports about what's known about social and emotional learning (SEL) programs for children ages 3-8. The purpose of the report series is to summarize the benefits of SEL in early childhood, and identify the characteristics of SEL interventions that are effective in school contexts. Responding to a need expressed by the Early Childhood Education Research Alliance, the research team conducted a systematic review and synthesis of recent research reviews and meta-analyses on the topic of SEL. The sources reviewed for this report included a large body of evidence regarding individual teacher and classroom practices that promote SEL. This report identifies three classroom factors (other than using SEL curriculum) that impact social and emotional learning: classroom climate (physical space and materials, classroom management, emotional climate), instructional strategies (modeling, reacting, teaching), and teacher social and emotional competence. Teachers and administrators can use the strategies presented in this report either alongside, or in the absence of, a formal SEL program. |
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| Cover Date: | February 2017 |
| Web Release: | February 23, 2017 |
| Print Release: | February 23, 2017 |
| Publication #: | REL 2017247 General Ordering Information |
| Center/Program: | REL |
| Associated Centers: | NCEE |
| Authors: | Rosemarie O'Conner, Jessica De Feyter, Alyssa Carr, Jia Lisa Luo, and Helen Romm: ICF International |
| Type of Product: | What's Known |
| Keywords: | |
| Questions: |
For questions about the content of this What's Known, please contact: Amy Johnson. |