Abstract
In todays society, implementing social-e motional learning (SEL) is an important way to promote childrens all-round development fromthesmallsense, and the key to building global citizenship fromthelargesense. With the concept of social-emotional learning being proposed by the Collaborative for Academic, Social and Emotional Learning (CASEL), and SEL was putting on the global policy agenda by the United Nations Educational, Scientific and Cultural Organization (UNESCO), many countries have begun to explore and carry out relevant practices according to their actual conditions. This study takes the practice of MOE-UNICEF SEL Programme Team in China as an example to analyse how the policies and practices related to social-emotion learning were diffused and innovated in China. Onthisbasis, some preliminary suggestions on policy formation, theoretical framework, areas requiring special attention, programme implementation and evaluation can be put forward, which are hoped to provide a little reference for the better promotion of SEL.
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