Affective skills

As stated by Garcia, Emma (2014) Traits and skills such as critical thinking, creativity, problem solving,
tenacity, and self-control, which are commonly referred to as noncognitive skills or social and emotional
skills, are key to children's overall development. They are associated with academic accomplishment,
workplace productivity and collegiality, favorable health indicators, and civic participation, and are
fostered through life and school experiences. Thus, including social and, more significantly, emotional
skills into the education policy agenda necessitates first identifying a sufficient and specific list of these
talents, followed by the development of systems and scales to measure them. (Garcia & Weiss, 2016)
Therefore, the development of these skills should be an explicit objective of public education. This can
be achieved through research and policy initiatives where these skills are better defined and measured;
design broader curricula to promote these skills; ensure that teacher preparation and professional
support focuses on developing these skills in their students; review the school's disciplinary policies,
often contradicting the development of these skills; and the broadening of assessment and
accountability practices to place child development as a whole at the center of education policy.

Garcia, E. (2014, December 2) The Need to Address Noncognitive Skills in the Education Policy Agenda,
(n,p) https://www.epi.org/publication/the-need-to-address-noncognitive-skills-in-the-education-policy-
agenda/

Garcia, E,. & Weiss, E,. (2016) Making Whole-Child Education the Norm: How Research and Policy
Initiatives Can Make Social and Emotional Skills a Focal Point of Children's Education. Retrieved from
https://scholar.google.com/scholar?
hl=en&as_sdt=0%2C5&q=How+research+and+policy+initiatives+can+make+social+and+emotional+skills
+a+focal+point+of+children%E2%80%99s+education&btnG=#d=gs_qabs&u=%23p%3DLnZe69ufvQwJ