Prof. Maurice J. Elias
Maurice J. Elias, Ph.D., is Professor, Psychology Department, Rutgers University, and Director, Rutgers Social-Emotional and Character Development Lab (www.secdlab.org). He has received American Psychological Association awards for Distinguished Contribution to Practice, Ethnic Minority Mentoring, and National Psychological Consultants to Management, the Sanford McDonnell Award for Lifetime Achievement in Character Education, and the Joseph E. Zins Memorial Senior Scholar Award for Social-Emotional Learning from the Collaborative for Academic, Social, and Emotional Learning (CASEL). Books include The Educator’s Guide to Emotional Intelligence and Academic Achievement: Social-Emotional Learning in the Classroom,Talking Treasure: Stories to Help Build Emotional Intelligence and Resilience in Young Children (www.researchpress.com), Schools of Social-Emotional Competence and Character (www.nprinc.com), The Other Side of the Report Card (how schools and districts can integrate SECD systematically into their ongoing student report cards), and most recently, The Joys & Oys of Parenting: Insights and Wisdom from the Jewish Tradition (2016, Behrman House) and Boost Emotional Intelligence in Students: 30 Flexible Research-Based Lessons to Build EQ Skills (2018, Free Spirit).
Building a Worldwide Capacity to Promote SEL: The Academy for SEL in Schools
We now know a great deal about how to effectively promote SEL. Those who know how to do so deserve recognition, and that is what the Academy for SEL in Schools(SELinSchools.org) provides, world-wide. The keynote draws from the latest findings from the Aspen Institute Commission on Social, Emotional, and Academic Development, defines what we now know as SEL 2.0, outlines the domains of practice that define competence both in delivering SEL instruction and in leading schools toward building-wide SEL, and describes the work of the Academy in providing certificates of practice and access to a Virtual Professional Learning Community. A follow-up workshop will provide additional details and examples.
Prof. Ilaria Grazzani
University of Milano-Bicocca
Ilaria Grazzani is Professor of Developmental and Educational Psychology at the University of Milano-Bicocca since October 2005. She obtained her PhD in Psychology in 1996. During her PhD training, she was Visiting Researcher at OISE, University of Toronto, where she worked with Professor Keith Oatley and his research team at the Centre for Applied Cognitive Science. She is currently Deputy-coordinator of the Doctoral Program in Education in Contemporary Society at the Department of Human Sciences (University of Milano-Bicocca). She heads the Department’s Committee for Monitoring Research Quality. She is also Head of the Laboratory for Developmental and Educational Psychology (https://www.labpse.it/en/). She is an Associate Editor of Frontiers in Developmental Psychology and ‘International Journal of Emotional Education’. She is a member of the European Association for Developmental Psychology (EAPD), the European Network for Studies on Emotional Competence (ENSEC), and the International Society for Research on
Social and emotional competence in early years education: the impact of intervention programs on young children’s development
Past research on early childhood has underscored the impact of the first years of children’s life on their social cognition and their socio-emotional competence. In this conference, I review recent research regarding interventions aimed at enhancing social cognition and socio-emotional competence in early years education. In relation to the work of my research group, I will focus on two intervention studies. In the first study, preschool children were read stories enriched with mental state language. After listening to a story, the intervention group took part in language games and conversations aimed at stimulating children’s use of mental terms. We found significant effects on children’s theory of mind and emotion understanding. In the second study, we adopted observational and experimental paradigms to examine the efficacy of an intervention carried out by trained teachers and based on conversing about emotions with small groups of toddlers. The training group significantly outperformed the control group not only in their social cognition but also in their prosocial behavior towards peers. Educational implications of these findings will be discussed, underlining the role of validated programs to promote children’s development.