LITERATURE REVIEW OF SOCIAL, EMOTIONAL AND ETHICAL LEARNING (SEE LEARNING) AND APPLICATION IN EARLY CHILDHOOD EDUCATION
Main Article Content
Abstract
This article reviews related literature on Social, Emotional, and Ethical Learning (SEE Learning), which encompasses three primary domains: awareness, compassion, and participation, each addressed at three distinct levels: individual, societal, and systemic. Each domain comprises various competencies that can be addressed individually, yet they are intricately interconnected. SEE Learning is applicable across all educational levels, from preschool through high school, and has demonstrated positive outcomes in areas such as mental health, well-being, and academic achievement. Building on these insights, the article suggests potential strategies for implementing SEE Learning within preschool education in Vietnam.
Keywords
applications, early childhood education, SEE Learning
Article Details
References
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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