Social and Emotional Learning (SEL) enables children to achieve essential life skills in five domains. In the first place, SEL assists children to become more self-aware by encouraging them to recognize and express their emotions, including the distinction between sadness and happiness. It additionally fosters self-management by demonstrating simple techniques to the children such as counting to ten or taking deep breaths that can help them relax when they feel disoriented/ anxious. Another key element is social awareness that teaches children to be respectful, empathetic and courteous while also comprehending the feelings of others. Children gain teamwork, sharing and taking turns through relationship skills, each of which aid in the developing formative social skills required to maintain relationships. Lastly, responsible decision-making permits children to engage in wise decisions and differentiate between right and wrong. Learning such skills makes children feel more secure, joyful and more dedicated to their studies and social interactions.SEL seems to be especially important in Nepal, where kids of any age frequently struggle with concerns including adjusting to schools, forming bonds of friendships and handling family and societal expectations. SEL allows children to thrive academically, establish enduring friendships and mature into capable individuals by providing them the skills to acknowledge and regulate their emotions, engage with others and address differences constructively.
SEL is in accordance with the national curriculum framework (NCF) of Nepal. SEL bridges the gap by incorporating emotional intelligence and interpersonal growth into the curriculum, whereas traditional systems typically place a higher value on academics. Furthermore, it creates an inclusive/ interactive and courteous classroom culture where children feel protected, acknowledged and motivated to learn. SEL also plays a significant role encouraging equity and inclusivity by addressing rooted discrimination in the society that frequently hinder the opportunity for a particular demographic. Teachers can illuminate cultural diversity and infuse compassion as well as respect for others. This can be done by including festivals and folklore into learning practices. It not only engages children but also promotes a sense of belonging and pride in their cultural identity.
Children who embrace SEL are additionally more prepared in managing the unique challenges that arise from Nepal’s geographical and socio-political setting such as economic instability and natural disasters. SEL empowers children with the resilience and ability to solve problems they need to triumph over the problems. Deeply ingrained in Nepali culture, the custom of uniting as a community in order to support each other is occasionally apparent in SEL programs that value teamwork and collaboration.
Early SEL intervention offers long-lasting benefits, promoting the growth of socially aware and emotionally intelligent individuals. As Nepal attempts to attain the objective of holistic education, SEL is an essential element that combines traditional norms with contemporary demands. It creates individuals who are thriving in both domestic as well as international settings through enhancing their resilience, empathy and profound cultural ties besides their intellectual ability.
SEL among Nepali children can be practiced in various ways. One being, Introducing Nepali folktales to exhibit empathy and emotion recognition. Teachers can demonstrate compassion and complex emotions by employing renowned Nepali folk tales like “Soonimaya” and “Yeti” . Children learn to recognize and articulate their own emotions by discussing how the characters in these tales feel and respond to difficulties. For example, a teacher may ask, “How do you think Soonimaya feels when she is mistreated by people around her?” This renders cultural storytelling. Similarly, Dashain, Tihar and Teej were among the many of Nepali festivals disassociated with an enormous value on community, gratitude and familial ties. Teachers should arrange activities to have children enact these holidays while engaging in concepts like benevolence (giving a little token or “gift” to friends) and gratitude (saying, “thank you “to elders). These types of experiences help children learn about social norms and encourage positive social behaviors by drawing on familiar cultural traditions.
Furthermore, Children may acquire knowledge about community duties and teamwork by being involved in the creation of a collaborative “village” mural. For instance, children can demonstrate classmates, teachers, farmers and relatives on a large mural portraying a scene from a village. Teachers may lead discussions on the importance of every duties in their community, building an understanding of social responsibility. There should also be family involvement in classroom activities. For instance, teachers can ask parents to speak to the class regarding family customs and traditions associated with sharing and respect, such as the significance of treating elders with respect. This enhances classroom learning on respecting. This enhances classroom learning on respecting others as well as listening attentively in response to cultural practices children encounter at home. Lastly, Practicing traditional Nepali greetings like “Namaste" to start the day allows children to feel respected and connected to their cultural roots. Teachers can also utilize this moment to check in on each child and check how they are feeling in order to increase self-awareness and emotional sharing in a manner that is respectful of cultural norms.
In conclusion, SEL allows children to attain practical knowledge such as self-awareness, self-management, social awareness, team building and decision-making. By the help of teachers, developing these traits will help children be exposed to their inquisitive as well as compassionate side. This learning will not only be prosperous concerning their cognitive growth but also their emotional and social development in the long run.