Version 1
: Received: 14 June 2022 / Approved: 16 June 2022 / Online: 16 June 2022 (10:46:01 CEST)
How to cite:
Wang, A.; Lu, H.; Huang, L.; Wu, X. Improving Prevention and Development among Children and Adolescents in Schools by Integrating Social, Emotional and Intellectual Learning. Preprints2022, 2022060237. https://doi.org/10.20944/preprints202206.0237.v1
Wang, A.; Lu, H.; Huang, L.; Wu, X. Improving Prevention and Development among Children and Adolescents in Schools by Integrating Social, Emotional and Intellectual Learning. Preprints 2022, 2022060237. https://doi.org/10.20944/preprints202206.0237.v1
Wang, A.; Lu, H.; Huang, L.; Wu, X. Improving Prevention and Development among Children and Adolescents in Schools by Integrating Social, Emotional and Intellectual Learning. Preprints2022, 2022060237. https://doi.org/10.20944/preprints202206.0237.v1
APA Style
Wang, A., Lu, H., Huang, L., & Wu, X. (2022). Improving Prevention and Development among Children and Adolescents in Schools by Integrating Social, Emotional and Intellectual Learning. Preprints. https://doi.org/10.20944/preprints202206.0237.v1
Chicago/Turabian Style
Wang, A., Lehui Huang and Xueshi Wu. 2022 "Improving Prevention and Development among Children and Adolescents in Schools by Integrating Social, Emotional and Intellectual Learning" Preprints. https://doi.org/10.20944/preprints202206.0237.v1
Abstract
Educating children to be informed, responsible, socially adept citizens who care about others is an overarching purpose for schools. A rising variety of preventive and child development initiatives are being implemented in schools. Insufficient coordination with other school activities and neglect of implementation and assessment variables essential for a significant program impact these programs' current implications. They are not doomed to failure in the long term. The other challenges for scholars in school-based action research are identifying practical models to prevent problem characteristics, promoting positive child development, and supporting widespread development and sustainability of evidence-based preschool through educational practice. To conceptualize good youth development programs through Social and Emotional Learning (SEL) in schools, this research presents integrated social, emotional, and intellectual education (ISEIE). School interventions are necessary to implement the social and emotional skills on self-understanding, social knowledge, self-management, relationship management, responsibility, and decision-making. Schools are the best place to implement all these programs to create a better generation. To back up this viewpoint, this study looks at research from illustrative studies and research syntheses. In the end, this paper provides suggestions for implementing programs that combine social, emotional, and intellectual development.
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
