Individual Presentation or Panel Title
Socio-Affective Instruction: Interweaving Whole-Brain Development With the Constructs of the Academic Curriculum
Abstract
The spotlight on violence by bright individuals questions why some gifted minds thrive in life and others fail to fulfill their potential. In performance-driven school culture, the focus has shifted away from whole-brain development. However, if schools are to be emotionally, intellectually, and physically safe places, we must reevaluate the overemphasis on the intellectual aspect at the expense of the other components, which inevitability leads to uneven psychological development.
Historically, aspects of the affective domain have been studied separately: cognitive theories focus on judgment, biological/psychoanalytic theories on emotions, and social learning theories on behavior. Today, a growing body of research in neuroscience, neuropsychology, psychology, psychiatry, and education reveals that all three components are interconnected and interdependent.
Numerous frameworks teaching various nonintellectual branches of child development are debated in curriculum development, but research is inconclusive on the effectiveness of these programs. Based on the growing body of research showing that the processes of the brain cannot be separated, educators cannot simply encourage development in only one area; psychological development must be encouraging in all areas simultaneously. The proposed approach combines all theories concurrently: encouraging psychological/cognitive, social/behavioral, and emotional/affective development.
The current study examines various gifted programs (arts, charter, urban, suburban) for socio-affective psychological development and whether a particular program encourages developmental growth. The second phase unifies multiple models in the three theoretical fields in a curriculum research study merging the Affective-Behavioral-Cognitive curriculum with national curricula constructs to determine whether a comprehensive curricular approach encourages growth of all psychological developmental areas simultaneously.
Presentation Description
The spotlight on violence by bright individuals questions why some gifted minds thrive in life and others fail to fulfill their potential. Research in neuroscience, psychology, psychiatry, and education reveals that all three components of the affective domain (psychological/cognitive, social/behavioral, emotional/affective) are interconnected and interdependent, and educators cannot simply encourage development in only one area. The current study examines various gifted programs (creative arts, charter, urban, suburban) for socio-affective psychological development and whether a particular program encourages developmental growth.
Keywords
neuro-education, socio-affective development, psychosocial development, socio-affective education, gifted education
Publication Type and Release Option
Event
Recommended Citation
Granger Ellis, Rebekah and Speaker, Richard B. Jr, "Socio-Affective Instruction: Interweaving Whole-Brain Development With the Constructs of the Academic Curriculum" (2018). Curriculum Studies Summer Collaborative. 54.
https://digitalcommons.georgiasouthern.edu/cssc/2018/2018/54
Socio-Affective Instruction: Interweaving Whole-Brain Development With the Constructs of the Academic Curriculum
The spotlight on violence by bright individuals questions why some gifted minds thrive in life and others fail to fulfill their potential. In performance-driven school culture, the focus has shifted away from whole-brain development. However, if schools are to be emotionally, intellectually, and physically safe places, we must reevaluate the overemphasis on the intellectual aspect at the expense of the other components, which inevitability leads to uneven psychological development.
Historically, aspects of the affective domain have been studied separately: cognitive theories focus on judgment, biological/psychoanalytic theories on emotions, and social learning theories on behavior. Today, a growing body of research in neuroscience, neuropsychology, psychology, psychiatry, and education reveals that all three components are interconnected and interdependent.
Numerous frameworks teaching various nonintellectual branches of child development are debated in curriculum development, but research is inconclusive on the effectiveness of these programs. Based on the growing body of research showing that the processes of the brain cannot be separated, educators cannot simply encourage development in only one area; psychological development must be encouraging in all areas simultaneously. The proposed approach combines all theories concurrently: encouraging psychological/cognitive, social/behavioral, and emotional/affective development.
The current study examines various gifted programs (arts, charter, urban, suburban) for socio-affective psychological development and whether a particular program encourages developmental growth. The second phase unifies multiple models in the three theoretical fields in a curriculum research study merging the Affective-Behavioral-Cognitive curriculum with national curricula constructs to determine whether a comprehensive curricular approach encourages growth of all psychological developmental areas simultaneously.