Spiritual Formation Parallels to Social-Emotional Learning Curriculum: A Contextual Analysis of 'Frog Street Curriculum'. Issue 4 (2nd October 2019)

• Record Type: Journal Article
• Authors: Frady, Kathy
• Is Part Of: International journal of children's spirituality. Volume 24:Issue 4(2019)
• Page Start: 401
• Page End: 414
• Publication Date: 2019-10-02
• Subjects: Conscious discipline -- frog street -- social-emotional -- faith-based early learning centre -- Bible; Moral education -- Periodicals; Religious education -- Periodicals; Spirituality -- Periodicals; Children -- Religious life -- Periodicals; 155.25
• DOI: 10.1080/1364436X.2019.1672629
• Languages: English
• ISSNs: 1364-436X

Abstract

ABSTRACT: Social-emotional learning skills are desirable for healthy child development just as literacy and mathematical skills are desirable for academic development. Because three-year-old children are expected to participate in socially acceptable behaviour in society, many faith-based early learning centres use a curriculum that provides social-emotional learning skills. 'Frog Street' is an early learning curriculum that focuses on five learning domains: physical development, cognitive development, language development, approaches to learning, and social-emotional development. The portion of the curriculum devoted to social-emotional is based on 'Conscious Discipline' which is a programme that develops social and emotional intelligence. While neither 'Conscious Discipline' nor 'Frog Street' was designed to promote Christian spiritual formation in young children, the social-emotional component of Frog Street, built from Conscious Discipline, can allow teachers in faith-based early learning centres, who choose to do so, to incorporate elements of Christian spiritual formation alongside the impartation of social-emotional skills.