The IRMA Community
Newsletters
Research IRM
Click a keyword to search titles using our InfoSci-OnDemand powered search:
|
Building Emotions Awareness in the Classroom
Abstract
Emotional development begins in early childhood, with the school environment and educators playing a crucial role in shaping children's relationship with emotions. Integrating social-emotional learning (SEL) can foster the skills to manage strong emotions and build healthy relationships. Through their daily interactions and structured lessons, teachers can help children identify, regulate, and express feelings appropriately. Children who effectively manage their emotions play a vital role in promoting teachers' well-being and job satisfaction. Emotion regulation doesn't involve blanket strategies that work for everyone. This chapter will explore the variations in emotional development across the Pre-K to 12 age range, highlighting the distinct stages and characteristics unique to each phase. Therefore, the proposed strategies, with a strong focus on parent-teacher collaboration are designed to align with the child's developmental stage, ensuring maximum effectiveness and benefits.
Related Content
|
Kula A. Francis, Kenny A. Hendrickson.
© 2026.
26 pages.
|
|
Summyr Burton, Savannah Baus, Stephen A. Murphy.
© 2026.
50 pages.
|
|
Kesley Richardson, Colby Cavanaugh.
© 2026.
30 pages.
|
|
Angela M. Hill, Kevin B. Sneed, Deborah Austin, Deanna B. Wathington, Hiram B. Green, Michael B. Morgan, Janet B. Roman, Feng B. Cheng, John E. Clark, Natasha Rubie, Kristy Andre, Thea Moore, Antionette Davis, Feng Cheng, Karia Doreen MacAulay, Maisha Standifer, Judette Louis, Joseph Diamond, Kyaien Conner, Victor Obi, Samantha Thompson.
© 2026.
22 pages.
|
|
Angela Stephanie Mazzetti, Anniken Grønstad, John Blenkinsopp.
© 2026.
32 pages.
|
|
Marie Grace Avelino Gomez, Kenith B Villaruel.
© 2026.
30 pages.
|
|
Carolyn Allen.
© 2026.
30 pages.
|
|
|