A Practical Study On Social Emotional Learning Integrating Into Children’s Families In Difficulties

On October 23,2021,the Standing Committee of the 13 th National People’s Congress passed the "Law of the People’s Republic of China on the Promotion of Family Education",which was explicitly implemented on January 1,2022.The new law clearly stipulates that education administrative departments and women’s federations should take targeted measures to provide services for parents or other guardians of left behind minors and disadvantaged minors to implement family education,guide them to actively pay attention to the physical and mental health status of minors,and strengthen family love and care.The Shantou Women’s Federation will continue to carry out regular care and assistance work for children in difficult situations,actively link social resources,widely promote and mobilize loving forces to participate in assistance and pairing activities,and create a good atmosphere where the whole society values,cares for,and supports the care and protection work for children in difficult situations.The guardianship and growth project for disadvantaged children in this city is a related project involving social work institutions.Considering that the guardians are still responsible for raising children after the service period expires,it is necessary to improve the abilities of disadvantaged children while paying attention to their family education abilities.In recent years,social emotional learning has also attracted some attention in China,but there is little research on using social emotional education for families of disadvantaged children.The guardians of disadvantaged children are the main body of their family guardianship,and their guardianship awareness,educational philosophy,and upbringing methods have a significant impact on the family guardianship of disadvantaged children.Although many of the projects for disadvantaged children in various institutions involve group intervention to improve parents’ sense of efficacy and parental education ability,they have launched parent-child growth groups for disadvantaged children.However,there are relatively few activities and research on using social emotional groups to intervene and improve family education abilities,and the relevant literature in this area is not in-depth enough.The family education ability of children in need is generally insufficient,making them face more risks and vulnerabilities in survival,development,and social adaptation.Without the improvement of family education ability as the foundation,it will be impossible to improve the family education environment of children in need,ensure the healthy growth of children in need,inherit good family traditions and family education,and enhance social harmony.In view of this,this study utilizes the educational content of social emotional learning to integrate into families and thereby have an impact on disadvantaged children.Through two sets of experiments,the final test is the role of integrating social emotional learning into family education for disadvantaged children in the development of children’s emotional intelligence.