Марина М. Ковачевић Лепојевић, Институт за педагошка истраживања, Београд, Србија, имејл: marina.lepojevic@gmail.com
Бранислава Б. Поповић Ћитић, Универзитет у Београду, Факултет за специјалну едукацију и рехабилитацију, Београд, Србија
Лидија С. Буквић Бранковић, Универзитет у Београду, Факултет за специјалну едукацију и рехабилитацију, Београд, Србија
Иновације у настави, XXXIV, 2021/3, стр. 110–123

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DOI: 10.5937/inovacije2103110K

Резиме: Позитиван развој младих и социоемоционално учење издвајају се као најсистематичнији и најобухватнији приступи којимa се постиже максимална добробит ученика. Циљ рада представља сагледавање односа између социоемоционалног учења и позитивног развоја младих. На основу систематског прегледа метаанализа и систематских прегледа интервенција позитивног развоја младих, дата су прикладна теоријска и практична образложења разматраних појмова. Укључени су научни резултати објављени у последњих пет година на енглеском језику. Претраживане су базе: Google Scholar, PsycINFO, Web of Science (WОS), Education Resources Information Center (ERIC) и Scopus. Резултати истраживања указују на то да се међу најделотворнијим програмима позитивног развоја налазе они инкорпорирани у курикулум, односно програми базирани на социоемоционалном учењу, са наставницима као главним реализаторима.

Кључне речи: позитиван развој младих, социоемоционално учење, школе, ученици.

Summary: Positive youth development and socioemotional learning stand out as the most systematic and comprehensive approaches to well-being of children and adolescents. The aim of this paper is to consider the relationship between the socioemotional learning and positive youth development. Based at the systematization of scientific studies in the form of systematic reviews and meta-analyses on the positive youth development interventions, theoretical and practical considerations are given. The scientific results published in the last five years in English are included as well. Online data bases searched include: Google Scholar, PsycINFO, Web of Science (WOS), Education Resources Information Center (ERIC) and Scopus. The research results show that the most effective positive youth development interventions are incorporated into curriculum, based at socioemotional learning, applied by the teachers.

Keywords: positive youth development, socioemotional learning, well-being, students.

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