International Journal of Emotional Education

17 - 33

Authors: Maurice Elias

Social-emotional learning, character education, and related programs are being implemented in schools with increasing frequency and research supports their short-term effectiveness. However, there has been no empirical work to date that identifies the factors important for the long-term sustainability of programs established as excellent models of implementation. Using a series of case studies of evidence-based social-emotional learning programs implemented successfully for at least five years, this study articulates principles that characterize programs that were found to be well-sustained over time. These principles have implications for practice and serve as starting points for future research.

49 - 60

Authors: Valerie Sollars

Just as young children begin to develop a wide range of skills, attitudes and behaviours during the early years, the development of social and emotional competence is also rooted in early childhood. Yet, whilst some argue that this competence is nurtured through preventive programmes (Schonert-Reichl, 2004), this paper argues against the need for preventive programmes as long as the adults caring for young children are themselves experiencing positive relationships and can be role models providing a stable and positive effect on children during what must be one of their most crucial and vulnerable periods of their life. The paper juxtaposes various interpretations of quality education and care in the early years and emphasises good practice which can promote social and emotional competence without the need to resort to formal, preventive programmes. Assuming that positive and appropriate approaches to early childhood education and care are promoted within homes as well as within formal early years settings, there can be a natural development of emotional and social competence.