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Gail Gustafson
Concordia University
East Providence Early Learning Program
Special Educator
Defined by CASEL
that students and adults interact with
others in and out of the classroom.
(CASEL, 2019)
S.A.F.E.
Sequential -having meaningful activities to encourage skill development
Active - must include learning opportunities that help students master skills and attitudes
Focused - must emphasize the development of social and personal skills
Explicit - target specific goals
(Gulbrandson, 2018)
CASEL identified 5 core competencies as the framework of S.E.L.
(CASEL, 2019)
RIELDS are skills across nine domains that all children ages 9 months-5 years should know and be expected to learn
Domains include:
(RIELDS, 2019)
All lessons taught in the East Providence Early Learning Program address the RIELDS.
Social and Emotional Development - teachers integrate into classroom routines and play but do not have an explicit curriculum.
Formalized Social Emotional Learning
(as cited in Denham & Brown, 2010, p. 652)
The proposal is for all classrooms in the East Providence Early Learning Program to receive and implement a specific social emotional learning curriculum.
If curriculum is added into the program all classrooms will be using the same vocabulary and teaching the same lessons which will allow students to be exposed to vocabulary used and skills taught throughout the building not just their classroom.
children think or feel
students.
(Bailey, 2018)
Kathleen Casper believes S.E.L. curriculum is detrimental for gifted students because
(Casper, 2017)
The solution? Differentiation!
teaching of skills or will they just
pick it up?
(CASEL, 2019)
This is your chance to tell us what you think you your child needs!
Please return to your child's teacher by Monday, September 2, 2019
Teachers are currently researching 3 options for curriculum
Teacher's are reviewing these curriculum options to see which will best meet the needs of all our students.
Once teachers have selected the program that appears to be most beneficial for our program it will be piloted in Miss Gail's class for the first quarter.
At the end of the first quarter all progress monitoring data will be analyzed.
Data results will be presented to administration in hopes of demonstrating the need for curriculum.
Administration will make a decision as to whether of not social emotional learning curriculum will be purchased.
Bailey, N. (2018, March 19). Social-emotional learning: The dark side. Retrieved from
https://nancyebailey.com/2018/03/19/social-emotional-learning-the-dark-side/
Brotto, G. (2018, June 4). The future of education depends on social emotional learning:
Here’s why. Retrieved from https://www.edsurge.com/news/2018-06-04-the-future-of- education- depends-on-social-emotional-learning-here-s-why
Denham, S. & Brown, C. (2010) “Plays nice with others”: Social-emotional learning and
academic success. Early Education and Development, 21(5), 652-680. Doi 10.1080/10409289.2010.497450
Casper, K. (2017, January 26). Danger in a can: Why canned social-emotional skill
programs in schools can harm gifted students more than help them. Retrieved from
https://4.files.edl.io/9d9a/01/28/19/112303-1c8c649f-13d8-4909-a8f9-66b0a576febb.pdf
Collaborative for Academic, Social, and Emotional Learning (CASEL). (2019). SEL impact.
Retrieved from https://casel.org/impact/
Gulbrandson, K. (2018, July 6). Character Education and SEL: What You Should Know.
Retrieved from https://www.cfchildren.org/blog/2018/07/character-education-and-sel-what- you-should-know/
Rhode Island Early Learning and Development Standards. (2019). Rationale. Retrieved
from http://rields.com/educators/ri-early-learning-and-development-standards/rationale/
We ALL can play together!