Social-emotional Learning

Social-emotional learning enables children and young people to process information with focus, remember better, control impulses and emotions, interact positively with others, solve problems and face challenges with perseverance. It has also been shown to reduce the effects of toxic stress.

Research shows that social-emotional learning is most effective when it is explicitly guided by an adult, is applied in all subjects and involves parents, guardians and the wider community. The following basic rules should be observed: 

Social-emotional learning should be S. A. F. E. (safe), that is:

  • S for sequenced: It follows a logical sequence that progressively builds up social-emotional learning.
  • A for active: Enjoyable and project or activity-based learning that allows children and young people to apply the skills in practice.
  • F for focused: Sufficient time is made available specifically for social-emotional learning.
  • E for explicit: It informs children and young people about learning objectives and the skills they will develop.

In social-emotional learning, we distinguish between five areas of competence:

Executive functions

    Emotional regulation

      Relationship skills

      Ability to deal with conflict

      Perseverance

      Click on the icons or keep scrolling, to find out more about the individual skills and download application examples. You can find detailed information and further materials in our Material pool and Manual.

      Executive functions

      Executive functions describe those skills that promote the ability to concentrate and help to remember instructions and concepts, successfully carry out several tasks simultaneously and plan the short-term and long-term future. These skills are also called executive functions and enable successful learning.

      Emotional regulation

      Emotional regulation describes skills such as emotional understanding and emotional competence. dealing constructively with one's own feelings, as well as predicting and controlling emotions and reactions. Children and young people thus learn not to be overwhelmed by emotions - a prerequisite for sustainable relationships with others.

      Relationship skills

      Relatability refers to the ability to understand and respond to other people in a way that promotes positive social interaction and through which positive and strong relationships can be built.

      Ability to deal with conflict

      Wherever we enter into relationships with people always conflict. Conflict ability describebt competencies that enable people to deal productively with conflicts. and respond to conflicts with empathy and a sense of responsibility. react. If we succeed in this, we learn that adverse situations can be overcome.to be confessed can. This creates an important basis for perseverance.

      Perseverance

      Perseverance includes skills that improve resilience and help to work towards set goals, look for alternative solutions and ask for support. This enables children and young people to look to the future with hope and pursue their goals in other contexts too. 

      Here are some examples of current project implementations

      Transition
      Daycare elementary school

      to the program

      Safe
      Learning environment

      to the program

      If you would like to find out more about our project work, please take a look at the website of International Rescue Committee Germany um.

      Take a moment and think about which child from your work context would benefit from practicing affirmations. Then take a look at the Affirmation card set of the Vor-Sprung project and select a card that suits this child. Think about how you can use this card to work together with the child. Again, use the pen and paper you have provided

       

      The child I'm thinking of always tries very hard not to make mistakes. If he does make a mistake, the reaction is very strong. The child often reacts with great anger, which it directs at itself and sometimes also at others.

      Please take a moment and have a look at the Affirmation card set of the Vor-Sprung project.

      Then select a card that suits this child. Think about how you can use this card to work together with the child. Again, use the pen and paper you have provided.

      Take a moment to answer the following questions about the affirmation you have chosen. You are welcome to use the pen and paper provided.

      ➡️ Which affirmation have you chosen?

      ➡️ How does the selected affirmation make you feel?

      ➡️ What negative belief could be behind this affirmation? Or how could you reformulate the selected affirmation into a negative one?

      ➡️ Can you remember where this negative belief came from? From your parents? From school?

      ➡️ Where does this negative belief limit you? Where does it make your life difficult or prevent you from doing something?