If there’s a feeling that we’re “placing more into teachers’ laps” in K-12 by asking them to incorporate SEL, it’s because we’re getting it wrong from the start by not training early childhood educators to build children’s emotional competence and self-regulation at the most critical, developmental time...K-12 teachers are being asked to address the full depth and breadth of social-emotional learning because early childhood educators are not supported to do so. We must educate and train educators at all levels to effectively recognize and build their own emotional competencies and those in their young learners if we hope for SEL to deliver on its full potential for students and educators."
At Housman Institute, we believe our role is to nurture the social, emotional, and cognitive well-being of all students and educators without bias. It is critical that every child feel recognized and validated from their earliest days—to understand that their voice matters, regardless of background or experience and is being heard. We listen to, respect and support the needs of our educators as we recognize their critical role in a child's emotional growth and development. Together we need to begin the important work to help all our children and educators, as we move toward a more equitable environment for early learning, setting the stage for the building blocks of empathy and conflict resolution, and a more equitable future for us all. To learn more about how our program works to address equity in early childhood school communities... visit here.