Using Integrated Arts Programming to Facilitate Social and Emotional Learning in Young Children with Social Cognition Challenges

Autor/inn/en	Müller, Eve; Naples, Lauren Hunter; Cannon, Lynn; Haffner, Brenna; Mullins, Andrea
Titel	Using Integrated Arts Programming to Facilitate Social and Emotional Learning in Young Children with Social Cognition Challenges
Quelle	In: Early Child Development and Care, 189 (2019) 14, S.2219-2232 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2018.1445732
Schlagwörter	Young Children; Integrated Activities; Art Activities; Social Development; Emotional Development; Social Cognition; Art Education; Social Studies; Interpersonal Competence; Student Behavior; Instructional Effectiveness; Preschool Children; Kindergarten; Elementary School Students; Social Responsiveness Scale + Suchen Sie Ihr Suchwort? Frühe Kindheit; Integrierender Unterricht; Künstlerische Tätigkeit; Soziale Entwicklung; Gefühlsbildung; Soziale Kognition; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Gemeinschaftskunde; Interpersonale Kompetenz; Student behaviour; Schülerverhalten; Unterrichtserfolg; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	The purpose of this article is to describe a school-based, integrated arts programme designed to facilitate social and emotional learning (SEL) in young children with social cognitive challenges, and to report on student outcomes. Students received weekly arts instruction over the course of one academic semester as part of their social studies curriculum. SEL instruction was infused throughout. Authors conducted an exploratory study of outcomes using a mixed methods design. We quantified behavioural outcomes for 16 focus students at baseline and again at the end of the programme using a behavioural checklist and several social skills measures. We also gathered qualitative data, specifically end-of-programme interviews with 27 key stakeholders (i.e. instructors and parents). Findings indicated that students made significant gains based on the checklist and social skills measures. Qualitative data indicated that instructors used arts programming to facilitate student growth across all five of CASEL's SEL domains: self-awareness, self-management, social awareness, relationship skills, and responsible decision making. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01