SOCIAL EMOTIONAL EDUCATION

IN PRIMARY
SOCIAL EMOTIONAL EDUCATION IN BASIC EDUCATION.

Today, in an ever-diversifying world, the classroom is the place where students are
often first exposed to people who hail from a range of different backgrounds, hold
differing beliefs, and have unique capabilities. To account for these differences and
help put all students on an equal footing to succeed, social and emotional
education aims to help students better understand their thoughts and emotions, to
become more self-aware, and to develop more empathy for others within their
community and the world around them.  By developing these qualities in the
classroom, it can help students become better, more productive, self-aware, and
socially-aware citizens outside of the classroom in the years ahead.
Even the teachers have worked and they have worried of the student’s emotions,
traditionally, school has focused to the development of cognitive and motor skills
than social emotional development because recently, it was thought that this area
corresponded to family educational environment, or the character and personality
of each individual determine the experience and the emotional expression, it was
not considered that this dimensions of the development could be cultivated and
strengthened at school in an explicit way. Recent researches confirm increasingly
the central role of emotions and our abilities to manage socio-affective
relationships in learning. Be able to talk about emotional states, identify them in
ourselves and others, and recognize causes and effects, help students to behave
more effectively, this means, self-regulated, autonomous and confident. In the
same way, students participate and collaborate with others in a peaceful and
respectful way. To achieve these goals and provide teachers with better tools to
work with social emotional aspects of students, it is proposed to include in the
program social emotional education. Therefore, it is necessary to define social
emotional education, purpose and relevance.
Social emotional education is a process that helps children and teenagers to better
comprehend their emotions, to feel those emotions fully, and demonstrate empathy
for others. These learned behaviors are then used to help students make positive,
responsible decisions; create frameworks to achieve their goals, and build positive
relationships with oneself and others. Also, it has the purpose of developing the
key tools to generate a sense of well-being with themselves through experiences,
practices and routines associated to school activities.
PRIMARY EDUCATION PURPOSES

1. To develop abilities and strategies for expression, regulation and

management of emotions; recognition of the causes and effects of
emotional expression; tolerance to frustration and temperance to delay
immediate rewards.
2. To develop assertive communication and active listening skills.
3. To recognize and value cultural diversity and the environment, the
importance of inclusion as a mechanism to ensure equality and social
peace.
4. To reinforce autonomy through participation in actions and collective
projects that benefit the community.
5. To strengthen self-esteem to behave securely, respectfully and with sense
of agency, that is the capacity to carry out actions that generate better life
opportunities.
6. To recognize the power of empathy to stablish honest, respectful and long-
term relationships
ACHIEVEMENTS INDICATORS

Dimensions Associated skills PRIMARY

to social-
SECOND CYCLE THIRD CYCLE
emotional
dimensions. 3° 4° 5° 6°
Identify body sensations Demonstrate a sustained
associated to afflictive attention up to 10 minutes,
Attention
emotions, calm and focus the is conscious of himself and
mind on time of stress. the surroundings, when
they take decisions.
Identify different emotions in
Consciousness the body, voice and the ability
of one’s own to think clearly and behavior:
emotions analyze the consequences.
Self-knowledge

Identify and appreciate

personal strengths and the
Self-esteem
ability to learn and overcome
challenges.
Appreciation Recognize and appreciate
opportunities and positives
and gratitude
aspects that exist in their life.
Recognize when the emotion
help learn, be well and when
Wellness
they damaged the relationships
and make a difficult learning.

Metacognition

Expression of
Self-regulation

emotions

Use autonomously techniques

Emotion of attention and impulse
regulation regulation provoked by afflictive
emotions.
Use perspective-taking
Self-generation strategies in afflictive situations
of emotions for
 well-being to keep a state of well-being.

Perseverance
Autonomy
Empathy
Collaboration