Early Interventions Social - Emotional Learning in Elementary School Children: A systematic review study

The aim of current research was to study the early interventions Social - Emotional Learning in elementary school children. In the same vein, a systematic review study method with use of the Social - Emotional Learning and elementary school children and early interventions key words from web the Data (Pupmed, Springer, ProQuest, Scopus, Elsevier, Science direct, Google Scholar, Magiran), between 2007-2019 was conducted in accordance with research objectives to executed current study. Results revealed that from 18 research was published most of them (14 studies) have been performed on 10 to 11 years old with 4-5 grade subjects with math disorder. Experimental studies (16 studies) are the most frequent among different types of studies. The early interventions Social - Emotional Learning in elementary school children revealed that in self-control, self-awareness, social-awareness, Social relationship, responsible dictions-making and self-monitoring. The results of these studies are associated with deficiencies in self-control, self-awareness and self-monitoring and nit deficiencies in social-awareness, Social relationship, responsible dictions-making in in elementary school children