Please use this identifier to cite or link to this item:
https://www.um.edu.mt/library/oar/handle/123456789/58636| Title: | Editorial [International Journal of Emotional Education, 5(2)] |
| Authors: | Vélez, Clorinda E. Gillham, Jane E. |
| Keywords: | Editorials Emotional intelligence Educational psychology -- Research Teachers -- Psychology Child psychology |
| Issue Date: | 2013-11 |
| Publisher: | University of Malta. Centre for Resilience & Socio-Emotional Health |
| Citation: | Vélez, C. E., & Gillham, J. E. (2013). Editorial. International Journal of Emotional Education, 5(2), 1-4. |
| Abstract: | Second only to the family, schools provide the most important learning and social environments for children and adolescents. Typically beginning at age five and continuing for more than a decade, children spend nearly as much of their waking time at school as they do at home (Rutter, Maughan, Mortimore, & Ouston, 1982). As one of the most central and thus formative environments in child development, schools have the unique potential – and arguably the responsibility - to actively promote the socio-emotional development and wellbeing of children and adolescents. |
| URI: | https://www.um.edu.mt/library/oar/handle/123456789/58636 |
| ISSN: | 20737629 |
| Appears in Collections: | IJEE, Volume 5, Issue 2 |
Files in This Item:
| File | Description | Size | Format | |
|---|---|---|---|---|
| Editorial_International_Journal_of_Emotional_Education_5_2_2013.pdf | 48.74 kB | Adobe PDF | View/Open |
Items in OAR@UM are protected by copyright, with all rights reserved, unless otherwise indicated.