Academic journal article International Journal of Emotional Education

Editorial

Academic journal article International Journal of Emotional Education

Editorial

Article excerpt

One of the main issues in the development and implementation of social and emotional (SEL) programmes is the cultural context where such programmes are implemented. Programmes need to consider and address the cultural variations that may influence the ways in which emotions are expressed, and the ways in which they influence interpersonal awareness, communication and relationships.

The first two papers in this edition examine this issue in Southeast Asia, namely in South Korea and Japan respectively. Kim and colleagues (South Korea/Italy/USA) discuss the implementation of a SEL programme, called Eccomi Pronto, developed in Italy, in a number of primary schools in South Korea. The teachers reported a positive change in students' social and emotional learning and found that the core programme was appropriate for the South Korean educational context. They recommended, however, that some of the activities could be more consistent with the South Korean cultural context. Saeki and colleagues (USA/Japan) explore the developmental trends in emotional literacy and interpersonal competence amongst primary and middle school students in Japan according to grade level and gender. They reported various gender and grade level differences and suggest how these and other 'cultural affordances' need to be reflected in the SEL curriculum to enhance the effectiveness of SEL programmes in the Japanese educational context. …

Search by... Author
Show... All Results Primary Sources Peer-reviewed

Oops!

An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.