Social-Emotional Learning As a Vehicle For Vocabulary Acquisition: A Review of Recent Literature
Abstract
To comprehend the ideals and perspectives of others in a socially just education, children must first be able to understand their emotions and social interactions. In the present study, we reviewed research articles aimed at exploring how social-emotional literacy could be taught through literature. Our specific focus included ways to teach children vocabulary for communicating emotions, guided by reading experiences where characters confront conflict. An initial search uncovered 65 articles, with only five classified as intervention studies. Ultimately, we identified five themes present across these studies, guiding future research and practice for integrating literacy and social-emotional learning to promote social justice in young children.