ABSTRACT
The purpose of this chapter is threefold: First, to outline three principles for the teaching and assessment “mindset” required in the implementation of social and emotional programing and assessment. Second, to define what is meant by socio-emotional readiness and wellbeing for learning and how formal and informal data can be gathered in the assessment of children’s readiness and wellbeing for learning. Third, to introduce the United Nations Convention on the Rights of the Child (CRC) as a necessary ethical framework to include in social and emotional programmatic and assessment initiatives. The CRC is an international agreement designed to formalize the protection, provision and promotion of children. Under the CRC, the teacher’s role is that of duty bearer. In this role, teachers assume not only instructional and assessment responsibilities but also obligations in observing children’s rights in the classroom. Moreover, as duty bearers, teachers must recognize the protection, provision and promotion of children in any socio-emotional program and/or assessment to facilitate children’s learning.
