Bihm E.M., Crow R., Cooper M. The child’s right to social-emotional learning: A plea for advocacy

Bihm E.M., Crow R., Cooper M. The child’s right to social-emotional learning: A plea for advocacy // Preschool Education Today. 2012, Issue 5 - p. 80–85.

This work is licensed under a Сreative Commons Atribiution - NonCommercial 4.0 International (CC BY-NC 4.0)

2012, 5

Rene Crow
Рrofessor, University of Central Arkansas (Conway, USA)

Elson M. Bihm
Рrofessor, University of Central Arkansas (Conway, USA)

Mark Cooper
Professor of the Faculty of Early Childhood and Special Education at the University of Central Arkansas (Conway, USA)

Abstract

Most discussions of children’s rights are proscriptive and focus on the abuse and neglect of children. We propose another fundamental right – that all children have the right to acquire and master social-emotional skills and to live in an environment that values and supports this development. To guarantee such a right, the systems that have an impact on the life of the child must be analyzed, although the educational system may be the most logical place to start. Currently, the term social-emotional learning (SEL) best captures the intent of this approach. A broadening base of research supports the SEL framework. Nevertheless, SEL has its shortcomings, for it often focuses on the child as a separate entity, and it has not been well integrated into the fabric of children’s lives. Its importance for child well-being and quality of life are discussed in this paper, as well as ways that educators, psychologists, and concerned citizens might advocate for this position.