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There is long standing theoretical support for the role of language as an organizational tool used to aid self-regulation development (Cole et al., 2010; Vygotsky 1934/1986), and the current study provides some evidence that early language skills may affect the timing and rate of development of early self-regulation growth across early childhood. Higher levels of language may give children the ...
The antecedents of negative emotions in learning (both in terms of the types of events/situations and appraisals); power dynamics and discrete negative emotions within the context of student-teacher relationships, and more theorizing and empirical work around academic emotions not related to achievement (i.e., social and epistemic emotions) is also needed.
Aug 23, 2017 · Emotion also facilitates encoding and helps retrieval of information efficiently. However, the effects of emotion on learning and memory are not always univalent, as studies have reported that emotion either enhances or impairs learning and long-term memory (LTM) retention, depending on a range of factors.
- What Is Ecsel?
- How ECSEL Was Developed
- ECSEL Versus Other Sel Interventions
- How ECSEL Is Unique
- ECSEL and Emotional Competence
- ECSEL and Causal Talk
- ECSEL and Ctee
- Parent and Teacher Training in ECSEL
- ECSEL Tools, Techniques, and The Classroom Environment
- Language as Regulator in ECSEL
Emotional cognitive social early learning (ECSEL) is (a) an evidence-based approach; (b) based on emotional foundations of learning and cognition; (c) informed by research in neuroscience, child development, and education; and (d) developed to facilitate the process by which children learn emotional competence and self-regulation. ECSEL is, at its ...
The ECSEL approach was developed by Housman, and it is practiced at the Beginnings School and Child Development Center in Weston, Massachusetts, which she founded in 1985. The ECSEL approach has evolved over the course of Beginnings’ 30-year history. The growing body of research that shows a link between early academic success and young children’s ...
Recent research evidences that social and emotional interventions are effective in supporting children’s social and emotional development (Schultz et al. 2011). In a pilot study of 18 preschool children aged 3–5 years at a family service center, Schultz et al. (2011) implemented an 8-week social–emotional learning program. Results demonstrated sign...
Unlike many of the aforementioned SEL early childhood programs that offer a defined number of time-limited, structured lesson plans throughout the year, the ECSEL approach is woven daily throughout the entire years’ curriculum for all children of diverse cultures (see Fig. 1 for a diagram of key components and causal relationships in ECSEL). Equall...
ECSEL helps young children from birth develop emotional competence through contingent communication, in which the internal state of the child is perceived, acknowledged, made sense of, and responded to by the caregiver, a phenomenon that is found across cultures (Trevarthen 2009). It is through such shared experiences that children learn how to reg...
Knowing how to help children understand and regulate emotion—and working together with both teachers and parents to promote that understanding—is therefore fundamental to ECSEL. It has been shown that when parents help children develop particular skills to deal with their emotions, children are more successful in managing and coping with their own ...
To date, research has primarily focused on causal talk (CT) outside the child’s immediate emotional experience (Brown and Dunn 1996; Salmon et al. 2013). What uniquely distinguishes ECSEL is that children learn to talk about emotions through lived emotional experiences during a state of emotional arousal, known as causal talk in the context of emot...
Teacher training and daily communication between teachers and parents is an important facet of ECSEL. Parents are provided with daily verbal updates as well as written summaries of their child’s progress in developing emotional competence and self-regulation. The techniques and tools used in teacher training also are communicated to parents through...
ECSEL trains teachers in the use of specific tools and techniques (see Table 3). An “Emotions Chart,” introduced when children are approximately 14 months, is one such tool. The chart helps children identify their emotions and connect their feelings, particularly while in a state of aroused emotion, with their life experience. In every classroom, c...
Given that language serves an organizing functioning in the regulation of emotion (Denham et al. 2012a, b, c, d, e), words are important tools in ECSEL. Once children begin to acquire language, ECSEL teachers increasingly help children develop coherent scripts about their emotional experience, which in turn provide the vocabulary necessary to appro...
- Donna K. Housman
- dkhousman@beginningsschool.com
- 2017
Jun 29, 2021 · Students’ poor learning outcomes are a multifactorial problem related to low learning performance, motivation, self-regulation, and negative emotions, among other inter- and extrapersonal factors. Theories and models have been proposed to explain the relationships between the intrapersonal factors that influence students’ learning performance, including motivation, emotions, cognition, and ...
- Elizabeth Acosta-Gonzaga, Aldo Ramirez-Arellano
- 2021
Humans are likely the most emotionally regulated creatures on earth. Compared to other animal species, we can modulate and modify emotional reactions and experiences, even very intense ones, through a large and sophisticated emotion regulation repertoire that includes skills of distraction, reappraisal, language, prediction, social interaction, suppression, and more.1–5 At times, these ...
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Sep 15, 2023 · Of course, simply because two traits are positively correlated does not mean that they describe the same thing, and in recent years, researchers have proposed a conceptual distinction between socio-emotional skills and personality traits whereby personality traits describe average tendencies toward emotion, behaviour, and cognition, and socio-emotional skills describe the capacity to engage in ...
