<abstract xmlns="http://www.w3.org/1999/xhtml">

<p>Social-emotional learning is an important part of young children’s overall development and has a positive effect on their social development, good emotional and moral character, and the formation of a healthy personality. This paper proposes a social-emotional learning model based on collaborative knowledge construction. It investigates the social-emotional learning ability of 50 toddlers in two large classes of X kindergarten in G city by combining the Peer Interaction Ability Scale, Emotional Understanding Test, and Interpersonal Problem Solving Test. The factors that affect social-emotional learning ability in the activities of the older class were studied to explore the enhancement of the social-emotional learning model in preschool education. The results showed that the social-emotional learning model can significantly (p&lt;0.05) enhance the social-emotional learning level of young children in five dimensions: self-awareness, self-management, social awareness, interpersonal skills, and making responsible decisions. This study enriches the existing theoretical system of social-emotional learning and provides theoretical and practical support.</p>
</abstract>

Social-emotional learning is an important part of young children’s overall development and has a positive effect on their social development, good emotional and moral character, and the formation of a healthy personality. This paper proposes a social-emotional learning model based on collaborative knowledge construction. It investigates the social-emotional learning ability of 50 toddlers in two large classes of X kindergarten in G city by combining the Peer Interaction Ability Scale, Emotional Understanding Test, and Interpersonal Problem Solving Test. The factors that affect social-emotional learning ability in the activities of the older class were studied to explore the enhancement of the social-emotional learning model in preschool education. The results showed that the social-emotional learning model can significantly (p<0.05) enhance the social-emotional learning level of young children in five dimensions: self-awareness, self-management, social awareness, interpersonal skills, and making responsible decisions. This study enriches the existing theoretical system of social-emotional learning and provides theoretical and practical support.

Social Emotional Learning Modeling for Enhancement in Preschool Education

Applied Mathematics and Nonlinear Sciences

This work is licensed under the Creative Commons Attribution 4.0 International License.

{"article-title":"Social Emotional Learning Modeling for Enhancement in Preschool Education"}

Social-emotional learning is an important part of young children’s overall development and has a positive effect on their social development, good emotional...

Social Emotional Learning Modeling for Enhancement in Preschool Education

Online veröffentlicht: 07. Juni 2024

Seitenbereich: -

Eingereicht: 15. Feb. 2024

Akzeptiert: 19. Apr. 2024

DOI: https://doi.org/10.2478/amns-2024-1404

Schlüsselwörter
Collaborative knowledge construction, Social-emotional, Learning model, Preschool education

© 2024 Yexin Wang et al., published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

Social Emotional Learning Modeling for Enhancement in Preschool Education

Online veröffentlicht: 07. Juni 2024

Seitenbereich: -

Eingereicht: 15. Feb. 2024

Akzeptiert: 19. Apr. 2024

DOI: https://doi.org/10.2478/amns-2024-1404

SchlüsselwörterCollaborative knowledge construction, Social-emotional, Learning model, Preschool education

© 2024 Yexin Wang et al., published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

Schlüsselwörter
Collaborative knowledge construction, Social-emotional, Learning model, Preschool education