TỔNG QUAN VỀ GIÁO DỤC CẢM XÚC, XÃ HỘI VÀ ĐẠO ĐỨC (SEE LEARNING) VÀ ỨNG DỤNG TRONG GIÁO DỤC MẦM NON
Nội dung chính của bài viết
Tóm tắt
Bài viết này nhằm tổng quan về Giáo dục cảm xúc, xã hội và đạo đức (SEE Learning) bao gồm ba phạm trù chính: sự nhận thức, lòng trắc ẩn và sự tham gia được tiếp cận tương ứng với ba cấp độ là: cá nhân, xã hội và hệ thống. Mỗi phạm trù bao gồm các loại năng lực khác nhau có thể được truyền đạt riêng lẻ, song chúng có mối liên hệ mật thiết với nhau. SEE Learning có thể áp dụng cho các đối tượng người học từ mầm non đến trung học phổ thông và đem lại những kết quả tích cực về các mặt như sức khoẻ tâm thần, cảm nhận hạnh phúc, thành tích học tập. Trên cơ sở đó, bài viết đề xuất một số định hướng để có thể ứng dụng SEE Learning vào giáo dục mầm non tại Việt Nam.
Từ khóa
ứng dụng, giáo dục mầm non, SEE Learning
Chi tiết bài viết
Tài liệu tham khảo
Burroughs, M. D., & Barkauskas, N. J. (2017). Educating the whole child: Social-emotional learning and ethics education. Ethics and Education, 12(2,) 218-232, doi:10.1080/17449642.2017.1287388
Brito-Pons, G., Campos, D., & Cebolla, A. (2018). Implicit or Explicit Compassion? Effects of Compassion Cultivation Training and Comparison with Mindfulness-based Stress Reduction. Mindfulness 9, 1494-1508. https://doi.org/10.1007/s12671-018-0898-z
Center for Contemplative Science and Compassion-Based Ethics (CCSCBE). (2019). SEE Learning Companion; Emory University: Atlanta, GA, USA.
Center for Contemplative Science and Compassion-Based Ethics. (CCSCBE). (2019a). The SEE Learning Companion: Social, Emotional, and Ethical Learning: Educating the Heart and Mind. Atlanta, GA: Emory University.
Cong, T. (2024). SEE Learning giup co vui, tro hanh phuc [SEE Learning helps children have fun and be happy]. https://tuoitre.vn/see-learning-giup-co-vui-tro-hanh-phuc-20240626193711609.htm?gidzl=aYjXDiU_qp-ODMKsng3QEfqyQZ3Vhju_WszeCTp_t6g1QpWmYVUFQ81dFZ3T-zqwrJniPJ9if8S-pBxIC0
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students´social and emotional learning: A meta-analysis of school-based interventions. Child Development, 82(1), 405-432. https://doi.org/10.1111/j.1467-8624.2010.01564.x
Frazier, T., Roeser, R., Schonert-Reichl, K. A. (2024). Cultivating compassion in educational settings - evaluating the effectiveness of a compassion-based SEL program in elementary school children in the US. PLOS one. In review.
Frazier, T., Jaramillo Suárez, A. M., Manzano Hurtado, C., & McNabb, N. (2024). Resilience and Renewal: Preliminary Exploration of the Role of Social, Emotional, and Ethical Learning in Elementary Schools in Colombia. Center for Contemplative Science and Compassion-Based Ethics, Emory University.
Giang, T. V., Huynh, V. S., Tran, C. V. L., & Le, T. M. C. (2023). Thuc trang nang luc cam xuc-xa hoi cua hoc sinh trung hoc pho thong Viet Nam [Current status of social-emotional abilities of Vietnamese high school students]. Education Magazine, 23(20), 42-48.
Goleman, D., & Senge, P. (2014). The Triple Focus. A New Approach to Education; More Than Sound: Florence, MA, USA.
Hong, H. J., Namgung, H., & Lee, I. J. (2020). Development of Empathy and Self-Control Cultivation Program for Elementary School Students Using Second Step Program. Korean Elem. Moral Educ. Soc, 70, 193-218.
Huynh, V. S. (2023). Phat trien nang luc van dung mo hinh SEL vao day hoc mon Dao duc o Tieu hoc cho sinh vien su pham [Developing the ability to apply the SEL model to teaching Ethics at Primary School for pedagogical students]. De tai NAFOSTED [NAFOSTED topic].
Jinpa, T. (2016). A Fearless Heart: How the courage to be compassionate can transform our lives. Hudson Street Press.
Klimecki, O. M. (2019). The role of empathy and compassion in conflict resolution. Emotion Review, 11(4), 310-325.
Kieu, T. T. T. (2022). Thuc nghiem nang cao nang luc cam xuc – xa hoi cho sinh vien truong Dai hoc su pham thanh pho Ho Chi Minh [Experiment to improve social-emotional capacity for students at Ho Chi Minh City University of Education]. Journal of Science, Ho Chi Minh City University of Educatuon, 19(10), 1692-1699.
Le, T. T. N. (2022). Bieu hien nang luc cam xuc xa hoi cua sinh vien Sư pham truong Dai hoc Tay Nguyen [Expression of social-emotional capacity of Pedagogy students at Tay Nguyen University]. Tay Nguyen Science Magazine, 16(57), 118-130.
Luong, D. N. (2023). Improving the psychological well-being of high school students with Social, Emotional and Ethical Education Model. Proceedings of the 1st happy schools international symposium can happiness skills be learned?, 238-248. ISBN 978-604-399-178-9
Matos, M., McEwan, K., Kanovský, M., Halamová, J., Steindl, S. R., Ferreira, N., Linharelhos, M., Rijo, D., Asano, K., Márquez, M. G., Gregório, S., Vilas, S. P., Brito-Pons, G., Lucena-Santos, P., Da Silva Oliveira, M., De Souza, E. L., Llobenes, L., Gumiy, N., Costa, M. I.,… Gilbert, P. (2022). Compassion protects mental health and social safeness during the COVID-19 pandemic across 21 countries. Mindfulness, 13(4), 863–880. https://doi.org/10.1007/s12671-021-01822-2
Petrocchi, N., Cosentino, T., Pellegrini, V., Femia, G., D’Innocenzo, A. & Mancini, F. (2021). Compassion-Focused Group Therapy for Treatment-Resistant OCD: Initial Evaluation Using a Multiple Baseline Design. Frontiers in Psychology, 11, Article 594277. https://doi.org/10.3389/fpsyg.2020.594277
Reyes, J. A., Elias, M. J., Parker, S. J., & Rosenblatt, J. L. (2013). Promoting educational equity in disadvantaged youth: The role of resilience and social-emotional learning. Handbook of resilience in children, 349-370. https://doi.org/10.1007/978-1-4614-3661-4_20
Stevens, F., Taber, K. (2021). The Neuroscience of Empathy and Compassion in Pro-social Behavior. Neuropsychologia, 159, 107925. https://doi.org/10.1016/j.neuropsychologia.2021.107925
Strauss, C., Lever Taylor, B., Gu, J., Kuyken, W., Baer, R., Jones, F., & Cavanagh, K. (2016). What is compassion and how can we measure it? A review of definitions and measures. Clinical Psychology Review, 47, 15-27.
Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2017). Promoting positive youth development through school‐based social and emotional learning interventions: A meta‐analysis of follow‐up effects. Child Development, 88(4), 1156–1171. https://doi.org/10.1111/cdev.12864
Tran, T. T. A., & Trinh, T. T. (2017). Phat trien nang luc cam xuc xa hoi cho hoc sinh lop 3 thong qua day hoc mon tieng Viet [Developing social-emotional capacity for 3rd grade students through teaching Vietnamese]. Journal of Science and Education, Hue University of Education, 04(44), 72-81.
Wasylkiw, L., Hanson, S., Lynch, L., Vaillancourt, E. & Wilson, C. (2020). Predicting undergraduate student outcomes: Competing or complementary roles of self-esteem, self-compassion, self-efficacy, and mindsets? Canadian Journal of Higher Education/ Revue canadienne d'enseignement supérieur, 50(2), 1-14. https://doi.org/10.47678/cjhe.v50i2.188679
Brito-Pons, G., Campos, D., & Cebolla, A. (2018). Implicit or Explicit Compassion? Effects of Compassion Cultivation Training and Comparison with Mindfulness-based Stress Reduction. Mindfulness 9, 1494-1508. https://doi.org/10.1007/s12671-018-0898-z
Center for Contemplative Science and Compassion-Based Ethics (CCSCBE). (2019). SEE Learning Companion; Emory University: Atlanta, GA, USA.
Center for Contemplative Science and Compassion-Based Ethics. (CCSCBE). (2019a). The SEE Learning Companion: Social, Emotional, and Ethical Learning: Educating the Heart and Mind. Atlanta, GA: Emory University.
Cong, T. (2024). SEE Learning giup co vui, tro hanh phuc [SEE Learning helps children have fun and be happy]. https://tuoitre.vn/see-learning-giup-co-vui-tro-hanh-phuc-20240626193711609.htm?gidzl=aYjXDiU_qp-ODMKsng3QEfqyQZ3Vhju_WszeCTp_t6g1QpWmYVUFQ81dFZ3T-zqwrJniPJ9if8S-pBxIC0
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students´social and emotional learning: A meta-analysis of school-based interventions. Child Development, 82(1), 405-432. https://doi.org/10.1111/j.1467-8624.2010.01564.x
Frazier, T., Roeser, R., Schonert-Reichl, K. A. (2024). Cultivating compassion in educational settings - evaluating the effectiveness of a compassion-based SEL program in elementary school children in the US. PLOS one. In review.
Frazier, T., Jaramillo Suárez, A. M., Manzano Hurtado, C., & McNabb, N. (2024). Resilience and Renewal: Preliminary Exploration of the Role of Social, Emotional, and Ethical Learning in Elementary Schools in Colombia. Center for Contemplative Science and Compassion-Based Ethics, Emory University.
Giang, T. V., Huynh, V. S., Tran, C. V. L., & Le, T. M. C. (2023). Thuc trang nang luc cam xuc-xa hoi cua hoc sinh trung hoc pho thong Viet Nam [Current status of social-emotional abilities of Vietnamese high school students]. Education Magazine, 23(20), 42-48.
Goleman, D., & Senge, P. (2014). The Triple Focus. A New Approach to Education; More Than Sound: Florence, MA, USA.
Hong, H. J., Namgung, H., & Lee, I. J. (2020). Development of Empathy and Self-Control Cultivation Program for Elementary School Students Using Second Step Program. Korean Elem. Moral Educ. Soc, 70, 193-218.
Huynh, V. S. (2023). Phat trien nang luc van dung mo hinh SEL vao day hoc mon Dao duc o Tieu hoc cho sinh vien su pham [Developing the ability to apply the SEL model to teaching Ethics at Primary School for pedagogical students]. De tai NAFOSTED [NAFOSTED topic].
Jinpa, T. (2016). A Fearless Heart: How the courage to be compassionate can transform our lives. Hudson Street Press.
Klimecki, O. M. (2019). The role of empathy and compassion in conflict resolution. Emotion Review, 11(4), 310-325.
Kieu, T. T. T. (2022). Thuc nghiem nang cao nang luc cam xuc – xa hoi cho sinh vien truong Dai hoc su pham thanh pho Ho Chi Minh [Experiment to improve social-emotional capacity for students at Ho Chi Minh City University of Education]. Journal of Science, Ho Chi Minh City University of Educatuon, 19(10), 1692-1699.
Le, T. T. N. (2022). Bieu hien nang luc cam xuc xa hoi cua sinh vien Sư pham truong Dai hoc Tay Nguyen [Expression of social-emotional capacity of Pedagogy students at Tay Nguyen University]. Tay Nguyen Science Magazine, 16(57), 118-130.
Luong, D. N. (2023). Improving the psychological well-being of high school students with Social, Emotional and Ethical Education Model. Proceedings of the 1st happy schools international symposium can happiness skills be learned?, 238-248. ISBN 978-604-399-178-9
Matos, M., McEwan, K., Kanovský, M., Halamová, J., Steindl, S. R., Ferreira, N., Linharelhos, M., Rijo, D., Asano, K., Márquez, M. G., Gregório, S., Vilas, S. P., Brito-Pons, G., Lucena-Santos, P., Da Silva Oliveira, M., De Souza, E. L., Llobenes, L., Gumiy, N., Costa, M. I.,… Gilbert, P. (2022). Compassion protects mental health and social safeness during the COVID-19 pandemic across 21 countries. Mindfulness, 13(4), 863–880. https://doi.org/10.1007/s12671-021-01822-2
Petrocchi, N., Cosentino, T., Pellegrini, V., Femia, G., D’Innocenzo, A. & Mancini, F. (2021). Compassion-Focused Group Therapy for Treatment-Resistant OCD: Initial Evaluation Using a Multiple Baseline Design. Frontiers in Psychology, 11, Article 594277. https://doi.org/10.3389/fpsyg.2020.594277
Reyes, J. A., Elias, M. J., Parker, S. J., & Rosenblatt, J. L. (2013). Promoting educational equity in disadvantaged youth: The role of resilience and social-emotional learning. Handbook of resilience in children, 349-370. https://doi.org/10.1007/978-1-4614-3661-4_20
Stevens, F., Taber, K. (2021). The Neuroscience of Empathy and Compassion in Pro-social Behavior. Neuropsychologia, 159, 107925. https://doi.org/10.1016/j.neuropsychologia.2021.107925
Strauss, C., Lever Taylor, B., Gu, J., Kuyken, W., Baer, R., Jones, F., & Cavanagh, K. (2016). What is compassion and how can we measure it? A review of definitions and measures. Clinical Psychology Review, 47, 15-27.
Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2017). Promoting positive youth development through school‐based social and emotional learning interventions: A meta‐analysis of follow‐up effects. Child Development, 88(4), 1156–1171. https://doi.org/10.1111/cdev.12864
Tran, T. T. A., & Trinh, T. T. (2017). Phat trien nang luc cam xuc xa hoi cho hoc sinh lop 3 thong qua day hoc mon tieng Viet [Developing social-emotional capacity for 3rd grade students through teaching Vietnamese]. Journal of Science and Education, Hue University of Education, 04(44), 72-81.
Wasylkiw, L., Hanson, S., Lynch, L., Vaillancourt, E. & Wilson, C. (2020). Predicting undergraduate student outcomes: Competing or complementary roles of self-esteem, self-compassion, self-efficacy, and mindsets? Canadian Journal of Higher Education/ Revue canadienne d'enseignement supérieur, 50(2), 1-14. https://doi.org/10.47678/cjhe.v50i2.188679