References:

Sheldon, K. M., & Lyubomirsky, S. (2004). Achieving sustainable new happiness: Prospects, practices, and prescriptions. In A. Linley & S. Joseph (Eds.), Positive psychology in practice (pp. 127-145). Hoboken, NJ: John Wiley & Sons

Cook, E.T., Greenberg, M.T. & Kusche, C.A. The relations between emotional understanding, intellectual functioning, and disruptive behavior problems in elementary-school-aged children. J Abnorm Child Psychol 22, 205–219 (1994). https://doi.org/10.1007/BF02167900.

Denham SA, Blair KA, DeMulder E, Levitas J, Sawyer K, Auerbach-Major S, Queenan P. Preschool emotional competence: pathway to social competence? Child Dev. 2003 Jan-Feb;74(1):238-56. doi: 10.1111/1467-8624.00533. PMID: 12625448.

The Greater Good in Education, https://ggie.berkeley.edu/practice/feelings-circle-an-sel-kernels-practice-for-first-grade/? fbclid=IwAR0u4x7tnrRK4JtrBabmTNEsBE6Lpu0KhABd9–Y0v0swLL2tyUAE9ijw5M#tab 3

Yele Center for Emotional Intelligence https://www.ycei.org/ruler

Shoshani A., Slone M. (2017) Positive Education for Young Children: Effects of a Positive Psychology Intervention for Preschool Children on Subjective Well Being and Learning Behaviors. Frontiers in Psychology, 8:1866. doi: 10.3389/fpsyg.2017.01866

Noddings, N.(2003).Happiness and education. Cambridge,UK:Cambridge University Press. Noftle, E. E., Schnitker