Guerra, NancyModecki, KathrynCunningham, Wendy2014-12-032014-12-032014-11https://hdl.handle.net/10986/20643Although there is a general agreement in the literature of the importance of social-emotional skills for labor market success, there is little consensus on the specific skills that should be acquired or how and when to teach them. The psychology, economics, policy research, and program implementation literatures all touch on these issues, but they are not sufficiently integrated to provide policy direction. The objective of this paper is to provide a coherent framework and related policies and programs that bridge the psychology, economics, and education literature, specifically that related to skills employers value, non-cognitive skills that predict positive labor market outcomes, and skills targeted by psycho-educational prevention and intervention programs. The paper uses as its base a list of social-emotional skills that employers value, classifies these into eight subgroups (summarized by PRACTICE), then uses the psychology literature -- drawing from the concepts of psycho-social and neuro-biological readiness and age-appropriate contexts -- to map the age and context in which each skill subset is developed. The paper uses examples of successful interventions to illustrate the pedagogical process. The paper concludes that the social-emotional skills employers value can be effectively taught when aligned with the optimal stage for each skill development, middle childhood is the optimal stage for development of PRACTICE skills, and a broad international evidence base on effective program interventions at the right stage can guide policy makers to incorporate social-emotional learning into their school curriculum.en-USCC BY 3.0 IGOABSTRACT REASONINGABSTRACT THINKINGACADEMIC ACHIEVEMENTACADEMIC LEARNINGACADEMIC OUTCOMESACHIEVEMENTACHIEVEMENT MOTIVATIONADAPTATIONADJUSTMENTADOLESCENCEADOLESCENTSADULT PROGRAMSADULTSAGE GROUPSAGGRESSIONATTENTIONBEHAVIOR PROBLEMSBEHAVIORAL PROBLEMSBELIEFSBEST PRACTICESBRAINCALLCAPACITY BUILDINGCAREGIVERSCHILD DEVELOPMENTCHILDHOODCLASSROOMCLASSROOM CLIMATECLASSROOM ENVIRONMENTCLASSROOM INSTRUCTIONCLASSROOMSCOGNITIVE DEVELOPMENTCOGNITIVE SKILLSCOHERENCECOLLABORATIONCOMMUNICATION SKILLSCOMMUNITIESCOMPETENCECOMPETENCIESCOMPLEX SYSTEMSCOMPUTER LITERACYCONFORMITYCOOPERATIVE LEARNINGCREATIVITYCULTURAL NORMSCURRICULADAY CAREDECISION MAKINGDECISION-MAKINGDEVELOPMENTAL PERIODDEVELOPMENTAL STAGESDISCUSSIONDISCUSSIONSDOMAINSDRUG USEEARLY CHILDHOODEARLY INTERVENTIONSEARLY READINGEDUCATION POLICYEDUCATION PROGRAMSEDUCATIONAL ATTAINMENTEDUCATIONAL PROGRESSEDUCATIONAL RESEARCHEMOTIONEMPATHYETHICSEXPLORATIONFORMAL SCHOOLINGGOAL SETTINGGROUP ACTIVITIESGROUP NORMSHEAD STARTHIGHER EDUCATIONHUMAN CAPITALIDEASIDENTITYINDIVIDUAL CHARACTERISTICSINDIVIDUAL DIFFERENCESINFANCYINFANTSINFORMATION PROCESSINGINHIBITIONINSTRUCTIONINTEGRATIONINTELLIGENCEINTERVENTIONSLANGUAGE SKILLSLEADERSHIPLEADINGLEARNERSLEARNINGLEARNING ACTIVITIESLEARNING GOALSLEARNING PROGRAMSLEARNING SKILLSLECTURESLIFE SKILLSMASTERY LEARNINGMATURATIONMEMORYMENTAL HEALTHMENTAL ILLNESSMENTORINGMIDDLE SCHOOLMOBILITYMODELINGMORAL REASONINGMOTIVATIONPAPERSPARENT SUPPORTPARENTAL SUPPORTPATTERNS OF CONNECTIVITYPEDAGOGICAL METHODSPEDAGOGICAL PROCESSPEER GROUPSPEER RELATIONSHIPSPEER SUPPORTPERSONALITYPERSONALITY TRAITSPLAYINGPRACTITIONERSPRESCHOOLERSPRIMARY GRADESPRIMARY SCHOOLPRIMARY SCHOOL YEARSPRIMARY SCHOOLINGPRIMARY SCHOOLSPRINCIPALSPROBLEM BEHAVIORSPROBLEM SOLVINGPROBLEM SOLVING SKILLSPROBLEM-SOLVING SKILLSPRODUCTIVITYPROFICIENCYPSYCHOLOGYPSYCHOSOCIAL DEVELOPMENTQUALITY PRESCHOOLREADINGRECREATIONAL ACTIVITIESREFUGEERELIGIOUS BELIEFSRESEARCH COMMUNITYREWARD SYSTEMROTE LEARNINGSCHOOL ACTIVITIESSCHOOL AGED CHILDRENSCHOOL CLIMATESCHOOL CURRICULUMSCHOOL DAYSCHOOL EXPERIENCESCHOOL GRADUATESSCHOOL READINESSSCHOOL SETTINGSCHOOL SYSTEMSCHOOL YEARSCHOOLINGSCHOOLSSECOND LANGUAGESELF ESTEEMSEMESTERSSERVICE LEARNINGSEXUALITYSKILL ACQUISITIONSKILL DEVELOPMENTSKILLS DEVELOPMENTSKILLS TRAININGSOCIAL ATTITUDESSOCIAL BEHAVIORSOCIAL INTERACTIONSOCIAL SKILLSSOCIALIZATIONSOLVING PROBLEMSSPORTSSTUDENT-TEACHER RATIOSTEACHERTEACHER BEHAVIORTEACHERSTEACHINGTEACHING METHODOLOGIESTEMPERAMENTTHOUGHTSTRAINING IN CHILD DEVELOPMENTTRAINING METHODSVARIETYWORKFORCEWORKING MEMORYYOUNG CHILDRENYOUNG PEOPLEYOUTHYOUTH PARTICIPATION10.1596/1813-9450-7123