Advanced International Journal for Research

E-ISSN: 3048-7641   •   Impact Factor: 9.11

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Social and Emotional Learning (SEL): A Review of Pedagogical Approaches for Child Development

Author(s) Saravanan Gunavel, Anantharaman Seethalakshmy, Dhanuskodi Brindha
Country India
Abstract Social and Emotional Learning (SEL) has gained significant recognition as a core component of holistic education. A growing body of evidence shows that children who develop strong social and emotional abilities tend to achieve better outcomes in academic performance, mental health, and interpersonal relationships throughout life. The Collaborative for Academic, Social, and Emotional Learning (CASEL) has established a widely adopted framework of five core competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision making. Despite broad acceptance of this framework, a considerable gap exists between its stated goals and the teaching methods used in actual classrooms. This review examines research published between 2000 and 2024 on three pedagogical approaches that show strong potential for developing social and emotional competencies in children aged four to twelve: storytelling and narrative based instruction, structured role play and drama, and experiential group activities. The review draws on developmental theories by Vygotsky, Piaget, Bandura, and Kolb, as well as contributions from narrative psychology. The findings indicate that each approach offers distinct yet complementary mechanisms for building SEL competencies. Storytelling supports perspective taking and emotional understanding. Role play develops empathy, self-regulation, and social negotiation. Activity based learning builds collaborative problem solving and moral reasoning. The review further identifies limitations in current research methods and recommends directions for culturally sensitive curriculum development, teacher preparation, and future empirical study.
Keywords Social and Emotional Learning, CASEL, Storytelling, Role Play, Activity Based Learning, Pedagogical Interventions, Child Development, Emotional Regulation, Empathy, Vygotsky
Field Biology > Medical / Physiology
Published In Volume 7, Issue 2, March-April 2026
Published On 2026-04-10
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E-ISSN 3048-7641
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