Journal article
Scaffolding social and emotional learning in an elementary classroom community: A sociocultural perspective
International Journal of Educational Research, Vol.67, pp.18-29
2014
Abstract
This qualitative study examines the social practices of two elementary classrooms to elucidate scaffolding students’ social and emotional learning through values education. The conceptual model is based on Vygotsky's (1978) sociocultural theory and the related notions of zone of proximal development (ZPD) and assisted learning. Rogoff's (1995) community, interpersonal and personal planes frame the data analysis. In the findings the teacher/researcher examines social practices that promoted a student centred approach to developing participative decision making and collaborative skills. This research contributes to understanding the critical role of emotions and relationships, where primacy is given to the affective dimensions of learning. More research is needed to develop teachers' expertise to address student's social and emotional needs though scaffolding within the ZPD.
Details
- Title
- Scaffolding social and emotional learning in an elementary classroom community: A sociocultural perspective
- Authors/Creators
- V. Morcom (Author/Creator) - Department of Education and Training
- Publication Details
- International Journal of Educational Research, Vol.67, pp.18-29
- Publisher
- Elsevier
- Identifiers
- 991005541651307891
- Murdoch Affiliation
- Murdoch University
- Language
- English
- Resource Type
- Journal article
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- Citation topics
- 6 Social Sciences
- 6.11 Education & Educational Research
- 6.11.190 Teacher Education
- Web Of Science research areas
- Education & Educational Research
- ESI research areas
- Social Sciences, general