There is a growing demand for equal support of social-emotional learning across the globe. In the United States, the Collaborative for Academic, Social, and Emotional Learning has shed significant light on the power of affective development for school-aged children, indicating that, without it, students are limited in their ability to reach their…

A central goal of intergroup dialogue (IGD) is to strengthen individual and collective capacities to foster social justice commitments by supporting new ways of thinking about oneself, others, and the social structures in which we live. Relatedly, IGD assists individuals with building multicultural competencies and skill sets that support peoples'…

To enhance the function and quality of built environments, designers should consider all possible users in their design projects. Therefore, it is essential to incorporate inclusive design in the education of the design student. This study focuses on the educational objectives of and related learning activities in a course where inclusive design…

This review integrates theoretical perspectives and empirical evidence of a sense of school belonging (SOSB) to highlight its importance in understanding the inclusion efficacy research for pupils with special educational needs (SEN). Specifically, it examines the role of a SOSB on pupils' cognitive, affective, behavioural and social developmental…

In this paper I explore the shared interest of John Dewey and Carl Jung in the developmental continuity between biological, psychological, and cultural phenomena. Like other first generation psychological theorists, Dewey and Jung thought that psychology could be used to deepen our understanding of this continuity and thus gain a degree of control…

How do we Christian educators help children live their lives holistically? The purpose of this study is to address this question and to examine a method for children and Christian families in Korea to form Christian faith through daily rituals at home. Using participant observation and focus group interviews, I examined what the children and…

Transformation is the act of changing in form, nature or character. It is the process in which we learn something new or are so affected by an event or a conversation that our own selves are no longer the same. Many experiences can cause this transformation: a loss, a tragedy, or an interaction with a friend, loved one or stranger. Transformation…

This article reviews research conducted on social comparison processes in the classroom since Festinger proposed his theory of social comparison. It covers the theoretical framework of social comparison theory, and it is organized around the following themes: motives for social comparison, dimensions of social comparison, direction of social…

Parents of gifted preschoolers are advised of research on their role in stimulating cognitive development, achievement motivation, affective development, and social development. Suggestions are also offered regarding interactions with extended family members, school personnel, friends, and strangers. (CL)

A proposed study of the differences in the way children perceive, approach, and behave in problem-solving situations is described. The behavioral measure to be used is "glancing," which has been related to outerdirectedness. Children will be given two sets of two puzzles to put together. On the basis of the number of glances and the situation in…

Discusses how affective goals in science education can be identified. The discussion includes (1) the common definition of affective domain; (2) Krathwohl's taxonomy of affective objectives; (3) self-concept objectives; (4) evaluation of outcomes; and (5) developing behavioral objectives dealing with the affective domain. (HM)

The relationship of ego development and the structure of political reasoning among student leftists is examined. The results indicate that lower stage subjects see politics in terms of the emotional effect upon themselves while higher stage subjects see politics in terms of human development and justice. (DE)

This book presents a study of cognitive-affective interdependence as shown in children's fantasy behavior. The systems of Piaget and Freud are the foundation of analysis. The study data consist of approximately one hundred verbatim recordings of the dramatic play of 3-, 4-, and 5-year-olds (in groups or alone) collected by trained teachers in a…

A discussion of the role of affective factors in reading within the framework of the substrata factor theory is presented. The substrata factor theory and theories of the intellect are briefly discussed, and the absence of affective factors in these theories is pointed out. These affective factors are seen as influential in the individual's…