[MUSIC] Welcome to module four of this second course, SEL for Students, A Path to Social and Emotional Well-Being. Here, we focus on SEL programs for students, and in particular, we look at SEL as one means of attaining social and emotional well-being for students. In the fourth and fifth modules of this course, we look at SEL programs and practices across the developmental spectrum. In this fourth module, we focus on early childhood and elementary programs. And in the fifth and final module, we attend to programs and practices directed towards middle and high school audiences. In this module, we provide a broad overview of early childhood and elementary programs. Building from module three, where we identified general characteristics of effective SEL programs, we look at considerations specific to doing SEL with young children. We ask, what do successful programs for students in early childhood and elementary classrooms entail? And, what does developmentally appropriate practice in SEL look like for our youngest students? After we look at the range of programs on the market, and identify some of the characteristics of developmentally appropriate practice for SEL, you will select a SEL program to evaluate. Using the characteristics of effective programs and the categories by which programs differ, identified last week, you will consider the benefits and constrains of an early childhood or elementary SEL program, with respect to your own circumstances and situations. Let's take a look at the readings and materials that guide this exploration. The first reading for this module is an excerpt from a book by author and early childhood educator Vivian Gussin Paley. As you read both this piece from Boys and GIrls, Superheroes in the Doll Corner, and the blog post by Sara Allen, consider the role of fantasy or dramatic play in promoting SEL with young children. Why is role playing or imaginary play considered to be an integral component of approaching SEL with young students? The third and final reading for this week, is Casel's Guide which outline Effective Social and Emotional Learning Programs in preschool, and elementary school. This guide book is meant to be used primarily as a tool in this week's activity. We do not expect you to read this book cover to cover. This guide book delineates programs found to be effective according to Castle's guidelines. As you look through it, make note of the criteria they use for inclusion and consider how their criteria relates to the characteristics of effective programs that we've identified. In a podcast featured on NPR, Kori Turner described the recent intentional inclusion of SEL practices on Sesame Street. As you listen, think about how SEL is being represented and approached in popular children's media. In what ways is the approach demonstrated here similar to or different from the approaches described by Paley and, or, Allen? In the second and final video, Dan Liston summarizes the findings of several research studies that have examined the effects of SEL programming for young children. He draws from Derlac at Als 2011 meta analysis, in particular, the largest analysis of SEL programs to date. Listen to the considerations he articulates for doing SEL with young students, as well as for the student level outcomes commonly associated with exposure to SEL programs.