Cognitive Social Emotional Learning (CSEL) as an integrated tool to improve linguistic mother tongue and literacy among children in elmentary schools
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- Neve Freyja Gull
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https://doi.org/10.17979/digilec.2025.12.11604Résumé
The El Hasade approach (Precision, Articulation, Conception, Enhancing vocabulary; PACE in English) represents a comprehensive methodology integrating cognitive, emotional, and social dimensions to enhance linguistic literacy among elementary school students. This multidimensional approach provides foundational skills that support both academic achievement and personal development. Study findings highlight the critical importance of early-age learning experiences in determining students' future educational outcomes. The Cognitive, Social, and Emotional Learning (CSEL) intervention demonstrated significant effectiveness in fostering student independence, adaptability in learning approaches, and improved coping mechanisms.
PACE methodology acknowledges the insufficiency of social-emotional learning (SEL) alone for maximizing classroom academic performance. While SEL remains widespread throughout American and European educational systems, PACE introduces an innovative dimension—metacognition—that guides student in effective learning strategies, alternative thinking patterns, and higher-order thinking skills. This metacognitive emphasis distinguishes PACE from traditional SEL approaches by equipping students with comprehensive cognitive capabilities essential for academic success.
Research confirms emotional intelligence as a fundamental determinant of academic achievement. Social learning components, including cooperative activities and group projects, have proven instrumental in developing interpersonal competencies and fostering positive classroom environments. Concurrently, cognitive learning incorporating sensory-motor activities has demonstrably enhanced students' mental capabilities, particularly in language acquisition and literacy development. The El Hasade approach aligns with established literature while providing a holistic framework for elementary language acquisition. Although current findings support PACE effectiveness, expanded research encompassing larger populations across diverse grade levels would provide additional validation and deeper insights.
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