New theoretical model for large-scale assessment of the social and emotional development in the primary schools

Abstract

The number of studies and programmes on social and emotional development in schools has dramatically increased in recent years. There is no doubt now that the research in this area on every level of education: from nursery to university. Unlike the leading educational systems broadly distributed around the world, Russian educational society has neither common nomenclature nor instruments for a large-scale assessment in this area. In this paper, we aim to provide comprehensive review of the nomenclature, assessment and programmes in the field of social and emotional development. Also, we present theoretical model evaluating social and emotional skills, based on the Big Five Personality model. The model can be further used in order to create the large-scale assessment of social and emotional development in Russian primary schools.The number of studies and programmes on social and emotional development in schools has dramatically increased in recent years. There is no doubt now that the research in this area on every level of education: from nursery to university. Unlike the leading educational systems broadly distributed around the world, Russian educational society has neither common nomenclature nor instruments for a large-scale assessment in this area. In this paper, we aim to provide comprehensive review of the nomenclature, assessment and programmes in the field of social and emotional development. Also, we present theoretical model evaluating social and emotional skills, based on the Big Five Personality model. The model can be further used in order to create the large-scale assessment of social and emotional development in Russian primary schools.