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Social Emotional Learning in the Early Years: Innovation and Applications

Published online by Cambridge University Press:  10 September 2021

Erica Frydenberg
Erica Frydenberg*
Affiliation:
Melbourne Graduate School of Education, University of Melbourne, Victoria, Australia
*
Corresponding author. Email: e.frydenberg@unimelb.edu.au
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Abstract

The importance of social emotional learning (SEL) has been well acknowledged as a significant feature of education and emotional development across the life span. School psychologists play an important part as innovators, implementers and evaluators of resources in the social emotional domain. When it comes to the early years in the education system, social emotional aspects of the curriculum form the basis of the learning experience. Teachers utilise resources that enhance their classroom practice. Coping research and practice has had a long history in the literature, but the translation to early childhood educational practice, supported by school psychologists, is a more recent development. This article details three innovations, namely, The Early Years Coping Cards, Families Coping and the COPE-Resilience Program. Development, applications, and evaluations are considered to highlight the significant role school psychologists and trainee psychologists can play.

Keywords

Social emotion learningearly years copingfamily coping
Type
Practitioner Paper
Information
Journal of Psychologists and Counsellors in Schools , Volume 31 , Special Issue 2: Actioning Research within Schools: Key Processes for Planning Successful Interventions , December 2021 , pp. 184 - 194
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Copyright
© The Author(s) 2021. Published by Cambridge University Press

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