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Social problem-solving, in its most basic form, is defined as problem solving as it occurs in the natural environment. [1] More specifically it refers to the cognitive-behavioral process in which one works to find adaptive ways of coping with everyday situations that are considered problematic.
The social thinking methodology embraces what literature says about working directly with neurotypical and neurodivergent children, teens and adults who have social learning differences, difficulties, or disabilities (e.g., Autism Spectrum levels 1 and 2, ADHD, social communication differences or anxiety, etc. or no diagnoses) and promotes the use of a variety of curricula, visual supports ...
Learning through play is a term used in education and psychology to describe how a child can learn to make sense of the world around them. Through play children can develop social and cognitive skills, mature emotionally, and gain the self-confidence required to engage in new experiences and environments.
Prioritizing free play in early childhood sets the stage for a more resilient, adaptable, and imaginative adult. [6] By creating environments that support and nurture free play, children are empowered to explore their potential, develop their unique talents, and build the foundations of creativity, problem solving, self-regulation and empathy.
Social and emotional learning (SEL) is an educational method that aims to foster social and emotional skills within school curricula. SEL is also referred to as " social-emotional learning ," " socio-emotional learning ," or " social–emotional literacy ."
Debbie, Joseph and her two other children, Tyler and Nicole, were close, close in the way families can get when times are hard. She was a single mom and they were scraping by. Their apartment in a moderate-income housing development in Riverside, Conn., had little furniture. At one point they had to sleep on the floor. They did without.
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