Spiritual Formation Parallels to Social-Emotional Learning Curriculum: A Contextual Analysis of Frog Street Curriculum'
Social-emotional learning skills are desirable for healthy child development just as literacy and mathematical skills are desirable for academic development. Because three-year-old children are expected to participate in socially acceptable behaviour in society, many faith-based early learning centr...
| Main Author: | |
|---|---|
| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Taylor & Francis
[2019]
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| In: |
International journal of children's spirituality
Year: 2019, Volume: 24, Issue: 4, Pages: 401-414 |
| IxTheo Classification: | CB Christian life; spirituality RF Christian education; catechetics ZF Education |
| Further subjects: | B
faith-based early learning centre
B Conscious discipline B Bible B social-emotional B frog street |
| Online Access: |
Volltext (Resolving-System) |
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| 520 | |a Social-emotional learning skills are desirable for healthy child development just as literacy and mathematical skills are desirable for academic development. Because three-year-old children are expected to participate in socially acceptable behaviour in society, many faith-based early learning centres use a curriculum that provides social-emotional learning skills. Frog Street' is an early learning curriculum that focuses on five learning domains: physical development, cognitive development, language development, approaches to learning, and social-emotional development. The portion of the curriculum devoted to social-emotional is based on Conscious Discipline' which is a programme that develops social and emotional intelligence. While neither Conscious Discipline' nor Frog Street' was designed to promote Christian spiritual formation in young children, the social-emotional component of Frog Street, built from Conscious Discipline, can allow teachers in faith-based early learning centres, who choose to do so, to incorporate elements of Christian spiritual formation alongside the impartation of social-emotional skills. | ||
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