Proceedings of the 2021 International Conference on Education, Language and Art (ICELA 2021)

The Social and Emotional Learning (SEL) in the Primary Classroom

Authors
Yuchen Cao1, , Xinyi Chen2, *, , Zhifan Wang3, *,
1Yancheng Foreign Language School, Yancheng City, Jiangsu Province, China
2University of Nottingham Ningbo China, Ningbo, Zhejiang, China
3University of California, Santa Barbara, USA

These authors contributed equally.

*Corresponding author. Email: 2hnyxc4@nottingham.edu.cn
Corresponding Author
Xinyi Chen
Available Online 1 February 2022.
DOI
10.2991/assehr.k.220131.208How to use a DOI?
Keywords
Social and Emotional Learning; emotional integration; intelligence quotient (IQ) and educational quotient (EQ); academic performance
Abstract

This project aims to analyse how SEL affects students’ emotional life and academic performance. The contribution of this work is presented as follows: 1) the whole process system construction of SEL in primary school classroom teaching; 2) practical significance of SEL in primary school classroom teaching; 3) the practical effect of SEL in primary school classroom on students’ academic improvement.

Copyright
© 2022 The Authors. Published by Atlantis Press SARL.
Open Access
This is an open access article under the CC BY-NC license.

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Volume Title
Proceedings of the 2021 International Conference on Education, Language and Art (ICELA 2021)
Series
Advances in Social Science, Education and Humanities Research
Publication Date
1 February 2022
ISBN
978-94-6239-527-5
ISSN
2352-5398
DOI
10.2991/assehr.k.220131.208How to use a DOI?
Copyright
© 2022 The Authors. Published by Atlantis Press SARL.
Open Access
This is an open access article under the CC BY-NC license.

Cite this article

TY  - CONF
AU  - Yuchen Cao
AU  - Xinyi Chen
AU  - Zhifan Wang
PY  - 2022
DA  - 2022/02/01
TI  - The Social and Emotional Learning (SEL) in the Primary Classroom
BT  - Proceedings of the 2021 International Conference on Education, Language and Art (ICELA 2021)
PB  - Atlantis Press
SP  - 1147
EP  - 1152
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.220131.208
DO  - 10.2991/assehr.k.220131.208
ID  - Cao2022
ER  -