How an integrated arts program facilitated social and emotional learning

Abstract

ABSTRACTThis article uses qualitative data in the form of 13 staff interviews, as well as detailed observation notes from 18 classroom lessons, to explore the process through which an integrated arts program facilitated social and emotional learning (SEL) in young children with social cognition challenges. Students ages five through eight years old received weekly arts instruction over the course of one academic semester as part of their social studies curriculum. SEL was infused throughout. As part of a larger study that documented improvements in students’ SEL awareness and skill levels, the present article seeks to identify how instructors used integrated arts instruction and activities to promote student outcomes. Using thematic analysis of interview transcripts and classroom observation notes, authors identified key strategies employed by instructors during arts activities to support development of the five key SEL domains identified by the Collaborative for Academic, Social, and Emotional Learning (CASEL): (1) self-awareness, (2) self-management, (3) social awareness, (4) relationship skills, and (5) responsible decision making.KEYWORDS: Early childhoodartsocial and emotional learningsocial cognitionlearning disabilities Disclosure statementNo potential conflict of interest was reported by the author(s).