Eccomi Pronto: Implementation of a Socio-Emotional Development Curriculum in a South Korean Elementary School

Abstract

Eccomi Pronto’ (EP), an elementary school socio-emotional learning curriculum that was originally developed and evaluated in Italy was translated in Korean and implemented and evaluated in 4th grade classrooms of a primary school in South Korea. Qualitative data from teachers indicated that EP improved the self-reflection and selfdirection of students, resulted in pedagogically useful insights into the psychological functioning of students, and enhanced the quality of teacher-student interaction. However, statistically significant changes in students’ engaged, academic behavior (as measured by an 8-item survey) were not noted. Teachers reported that the core of the EP curriculum was appropriate for the South Korean educational context. Teachers also recommended modifications in the follow-up learning activities to make these activities more consistent with South Korean education practices