In line with the core keywords of Korean-style social and emotional education,
A children's mental health project that elicits profound questions and answers.

The inevitable meeting between social and emotional education and picture books

As the "Korean-style Social-Emotional Education Program" will be implemented in all schools starting in 2025, the Ministry of Education is developing a six-period program for each elementary and high school level, presenting the core social-emotional competencies and educational content that students should acquire.
However, as it is still in the early stages of implementation, there may be difficulties in operating the program on site.
I strongly suggest that such teachers use picture books in their classes.
Picture books are a familiar learning tool for students, and for teachers, they are a powerful yet accessible learning medium.
Because the materials and topics are diverse, it is easy to find books that cover the core competencies and components of social and emotional education.
Students can empathize with the inner conflicts and difficulties experienced by characters in picture books, and learn social skills and problem-solving methods that arise in interpersonal relationships and communities.
In particular, there is no better medium than picture books to open the door to properly understanding and managing 'mental (spiritual) health', a topic that has not been covered in classes so far but is included in this social-emotional education program.
In fact, this effect is clearly demonstrated in the course of this book.

It was also meaningful for teachers to see students express and explore their emotions openly during class.
In particular, it was impressive to see students who usually did not express their feelings well express their inner selves and understand themselves through drawings and writing.
--- p.63

Students said that through this class, they learned that various emotions can come to them like guests.
I learned that I should carefully observe the emotional guests who come to me like the manager of a picture book, and when expressing emotions, I told the children that I should carefully observe what emotions are inside me, but without causing harm to the other person.
--- p.73

In the activity of finding weaknesses, many children expressed their surprise and wonder at how, just like turning a card over to turn a weakness into a strength, they could change their attitude or perspective on the same phenomenon to think of a weakness as a strength. I was happy and proud that this class gave the children a small realization.
--- p.97

Before starting the class, I was worried that the meditation activity, which was new to me, would be boring or that the atmosphere would become distracting quickly.
It was very impressive to see the children seriously engage in breathing meditation after hearing that it helps improve concentration, and to see them react with surprise as they focused all their senses on a single chocolate during eating meditation.
Above all, the greatest achievement was that after the activity, the children showed their will to expand it into their daily lives by saying that they wanted to tell their families about it and try it again.
--- p.126

When expressing feelings and sharing plans within the group, the students' sincere attitude, listening, and warm feedback were a positive experience for everyone.
Negative emotions, in particular, are very personal and difficult to express, but we were able to confirm that conversations could take place safely and naturally through the medium of picture books.
--- p.159

Students reflected on their own relationship attitudes, saying, “I only hoped the other person would understand me, but I didn’t make enough effort to understand them myself,” and “I realized that I should listen to my friend a little more.”
Teachers, too, were able to experience the meaningfulness of time spent emotionally sharing about relationships as they listened to students' sincere reflections and words of change.
--- p.203

We discover that children's sense of community is restored through the work of coloring the cooperative drawing together and connecting the parts to complete one large picture.
You can also see him demonstrating his own initiative.
It's a small step, but it requires teachers to develop initiatives to plan and implement ways for children to fulfill their roles within the community in a more diverse way.

--- p.300