curriculum - universe of angelsdeborah laporte bremer, m.div. laura g. brown, ph.d. rembrandt’s...

CURRICULUM

Deborah Laporte Bremer, M.Div.Laura G. Brown, Ph.D.

Rembrandt’s Angel, drawn by Anna Jameson

Mission StatementThe mission of the overarching brand of Universe of Angels and its virtual world

game, Quest of Angels, is to be a worldwide faith-based virtual universe that will follow the basic tenets and principles of Christian beliefs and values in

order to help build a more respectful and compassionate world community.

Universe of Angels Curriculum

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1. Live by the Golden Rule; Treat others as you would want to be treated.

The practice of reciprocity is a central tenet of Christianity.

In the Sermon on the Mount, Jesus teaches:

The Apostle Paul weaves the Golden Rule into the fabric of the church.

By practicing the Golden Rule, children will learn to understand the perspective of others.

Universe of Angels designed a set of values based on Christian scripture in order to support and encourage these values within children. These include:

Faith-Based ValuesEveryone who hears my words and puts them into practice is like a wise man.

He builds his house on the rock.

Matthew 7:24 (NIRV)

So in everything, do to others what you would have them do to you,

for this sums up the Law and the Prophets.

Matthew 7:12 (New International Version)

The entire law is summed up in a single command:

“Love your neighbor as yourself.”

Galatians 5:14 (NIV)


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2. Act with respect towards yourself, your parents, family and friends, visitors and strangers, and the natural world.

3. Be responsible for the actions you take.

God saw all that he had made, and it was very good.

Genesis 1:31 (NIV)

Life is a gift from God. God made you and loves you, therefore respect and care for yourself. The people in your life, family, friends, and everyone you meet are God’s children, so honor everyone, especially your parents and teachers.

The world is a marvelous place, mysterious and beyond our understanding. We are stewards of creation, and it is our task to respect the natural world. Just as God loves and cares for us, so we must love and care for all that God has made.

Do not lie, cheat, betray, or hurt others. Be honest, fair, tolerant and just to all. If you make a mistake, admit it, apologize and then try again to make a better choice.

Do not steal.

Do not lie.

Do not deceive one another.

Leviticus 19:11 (NIV)


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Practice doing “good”.

Spiritual Fitness can be developed just like physical fitness.

Learn to understand and have compassion instead of reject and judge.

The path to understanding is listening. Until you hear someone’s story, and what it is like to be in his or her shoes, you can’t understand them. We spend many years learning how to talk, but it is even more important to learn how to listen. Practice listening deeply to others as often as possible.

Encourage the timid, help the weak, be patient with everyone.

Make sure that nobody pays back wrong for wrong,

but always try to be kind to each other and to everyone else.

Be joyful always; pray continually;

give thanks in all circumstances,

for this is God’s will for you in Christ Jesus.

1 Thessalonians 5:14-18 (NIV)

...Take time and trouble to keep yourself spiritually fit.

Bodily fitness has limited value, but spiritual fitness is of unlimited value...”

1 Timothy 4:7-8 (J.B. Phillips)

Therefore, as God’s chosen people, holy and dearly loved,

clothe yourselves with compassion, kindness, humility,

gentleness and patience.

Colossians 3:12 (NIV)

4. Be tolerant and accepting of others.


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My dear brothers, take note of this: Everyone should be quick to listen,

slow to speak and slow to become angry.

James 1:19 (NIV)

5. Be generous to others.

Jesus teaches,

If a brother or sister is naked and destitute of daily food,

and one of you says to them, “Depart in peace, be warmed and filled,”

but you do not give them the things which are needed for the body,

what does it profit?

Thus also faith by itself, if it does not have works, is dead.

James 2:15-17 (KJV 2000)

In everything I did, I showed you that by this kind of hard work

we must help the weak, remembering the words Lord Jesus himself said,

“It is more blessed to give than to receive.”

Acts 20:35 (NIV)

Judge not and you will not be judged;

condemn not and you will not be condemned;

forgive and you will be forgiven; give and it will be given to you.

Luke 6:37-38 (English Standard Version)


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It feels good to give, and it makes the world a better place. If you are selfish, then you miss out on some of the best moments in life!

Christianity is not a philosophy, not an intellectual understanding of the world; it shapes and envelops lives and is practiced in community. To be faithful to God is more than “membership” in a religion. To be faithful is to act with generosity and to do “good” in the world.

Learn to trust that love is stronger than hate. Practice being loving to all, no matter how they treat you, or what they decide to do. We cannot control what happens to us. Life is fragile and often difficult. In some ways we are powerless, but we do have a choice about how we respond to what comes our way. Love is the strongest choice we have.

When we experience being loved unconditionally, we acquire the strength to love others in the same way. Jesus teaches that we should love our enemies. The spiritual journey is the day-by-day practice of loving in the face of fear, hatred, bigotry, prejudice and evil.

Love is the power that allows us to forgive others.

We are taught that unconditional love is the most powerful force in the universe.

6. Learn that love is the most powerful thing in the world.

If I speak in the tongues of men or of angels,

but do not have love,

I am only a resounding gong or a clanging cymbal.

If I have the gift of prophecy

and can fathom all mysteries and all knowledge,

and if I have a faith that can move mountains,

but do not have love, I am nothing.

1st Letter to the Corinthians 13:1-2 (NIV)


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Then Peter came to Jesus and asked,

“Lord, how many times shall I forgive my brother

when he sins against me? Up to seven times?”

Jesus answered, “I tell you, not seven times,

but seventy-seven times.”

Matthew 18:21-22 (NIV)

For I was hungry and you gave me something to eat, I was thirsty and you gave me

something to drink, I was a stranger and you invited me in, I needed clothes and you clothed

me, I was sick and you looked after me, I was in prison and you came to visit me.’

Then the righteous will answer him, ‘Lord, when did we see you hungry and feed you, or

thirsty and give you something to drink? When did we see you a stranger and invite you in, or

needing clothes and clothe you? When did we see you sick or in prison and go to visit you?’

The King will reply, ‘Truly I tell you, whatever you did for one of the least of these brothers and

sisters of mine, you did for me.’


If we practice being loving, we will have the ability to forgive seventy-seven times over.

Love is about connection. We are all connected, so we don’t just help people we like, or are related to, but whoever needs it.

At the heart of the gospel is the message that hope never ceases. Christ came to save us, not to condemn us. Sorrow may come in the night, but joy comes in the morning. There is always hope.

The habit of being hopeful and optimistic is easiest to establish when it starts early in life. It sounds old fashioned, but we need to count our blessings. Childhood is the time to start

7. Be hopeful and be optimistic in all circumstances.


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this habit. If a child practices hope and optimism, this practice will deeply influence the course of his/her life.

The Bible teaches us to focus on the positive.

Jesus said:

Finally, brothers, whatever is true, whatever is noble,

whatever is right, whatever is pure, whatever is lovely,

whatever is admirable--if anything is excellent or praiseworthy--

think about such things.

Philippians 4:8 (NIV)

Therefore I tell you, do not worry about your life, what you will eat or drink;

or about your body, what you will wear. Is not life more important than food,

and the body more important than clothes?

Look at the birds of the air; they do not sow or reap or store away in barns, and yet your

heavenly Father feeds them.

Are you not much more valuable than they?

Who of you by worrying can add a single hour to his life?

And why do you worry about clothes? See how the lilies of the field grow.

They do not labor or spin. Yet I tell you that not even Solomon in all his splendor was dressed

like one of these.

If that is how God clothes the grass of the field,

which is here today and tomorrow is thrown into the fire,

will he not much more clothe you, O you of little faith?”



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We are both survival-based and spiritually-based creatures. Our survival nature clings to the details of daily life. What shall we eat? What shall we wear? Spiritually, we must balance these details by having faith that God will provide. Spend your energy on building peace, seeking joy and making the world a better place.

In the family unit, children learn to trust others. As a child grows up, this trust moves in an ever-widening circle. We are social creatures, created to live in community.

In Christian faith, there is a strong emphasis on community. The faith journey is not one of solitude, but one of breaking bread with others, witnessing and supporting each other, and sharing the joys of life. Ultimately we hope to embrace all humanity as one vast, diverse community.

Individualism and community must be balanced. As we leap into a time where people are held together by digital signals and hand-held devices, we can creatively infuse this technology with humanity, community and the values of love, justice and peace. Even within a virtual universe, there are ways to have real connection. We must consciously and actively seek ways to build connection on whatever path humanity finds itself wandering down.

8. Learn to be a positive part of the community.

Don’t just pretend to love others. Really love them.

Hate what is wrong. Hold tightly to what is good.

Love each other with genuine affection, and take delight

in honoring each other.

Romans 12:9-10 (New Living Translation)

Behold, how good and how pleasant it is for brethren to

dwell together in unity!

Psalm 133:1 (King James Version)


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Interconnected Social and Emotional Skills

1. Self-Awareness Skills

There are many interconnected social and emotional skills that relate strongly to the faith-based values. By supporting these skills in Universe of Angels, we encourage the faith-based values. The social emotional skills can be grouped into 5 areas1 :

1. SELF-AWARENESS 2. SELF-MANAGEMENT 3. SOCIAL-AWARENESS 4. RELATIONSHIP SKILLS5.RESPONSIBLE DECISION MAKING

Self-awareness is knowledge and understanding of oneself and is a key part of making good choices. Fully mature self-awareness can take a lifetime to develop. Still, a great deal of self-knowledge can be fostered in the elementary school years. Self-awareness is promoted in Universe of Angels and the Quest of Angels virtual world game through a focus on the following:

Identifying Emotions - Part of understanding ourselves is being able to recognize and understand our feelings. The easiest emotions to recognize and understand are happiness, sadness and anger. More sophisticated emotions include jealousy, shame, embarrassment, and pride. Regardless of difficulty level, all emotions are explored in Universe of Angels as a whole to help children understand their own internal life.

Self-knowledge – This trait is an accurate appraisal of one’s own strengths and weaknesses. Self-knowledge helps children work on their weaknesses, use their strengths, and seek out situations where good outcomes are likely.

Self-Efficacy - Self-efficacy is having belief in oneself. Children who believe in themselves are much more willing to try new things, step up to a challenge and persist. Thus, feelings of self-efficacy can spur all the good works targeted in the faith-based values.

This way of conceptualizing the social and emotional skill is taken from CASEL (www.casel.org).


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It is important to note that self-efficacy is a byproduct of doing well. Just telling someone they can do something is not enough for the development of self-efficacy. The child has to experience “success.” Of course, “success” is defined differently in Universe of Angels and the Quest of Angels game than it is typically defined in the secular world. While self-focused acts like accruing money, prestige, and material goods are often strong indicators of success in the secular world, being kind, loving and responsible - indeed, all the faith-based values - are stronger indicators of “success” in Universe of Angels overall. Thus, all activities that support the faith-based values are also avenues to the development of self-efficacy in Universe of Angels.

These skills help the child manage his/her emotions and behavior so that goals can be realized. A child who is struggling with an internal concern (like anger or pessimism) is less likely to meet his or her goals than one who can manage negative emotions. Skills in this area include:

•Emotional Regulation – This skill has to do with how the child manages his/her emotions. Can the child manage anger and feelings of frustration or disappointment? Can the child monitor his/her own level of excitement rather than be distracted by that feeling? As children learn to regulate their emotions, they become more in control of their own behavior and managing themselves.

•Delaying Gratification - Another type of self-regulation is delaying gratification. Children need to learn to wait for what they want because, often, waiting brings different and greater rewards. Delaying gratification promotes the faith-based values, too, because it helps the child be less self-focused and more other-focused.

•Physical Well-Being - Part of managing oneself is taking care of oneself physically. Eating well, exercising, and staying rested are therefore also skills promoted in Universe of Angels overall.

2. Self-Management Skills


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-Hope - Hopeful individuals set realistic goals and are skilled at thinking of ways to reach those goals.

-Optimism - Optimism is a positive way of viewing both the good and bad things that happen in life. An optimistic child sees and credits him/herself for the good things that happen. When bad things happen, he/she does not shirk responsibility but recognizes the role of circumstance in these events rather than blaming him/herself exclusively.

-Resilience - Resilience involves adapting and persisting despite obstacles. Those who believe in themselves (self-efficacy) tend to be more resilient.

-Persistence – this trait is the tendency to keep trying. Children are more persistent when they see mistakes as opportunities to try again, rather than permanent roadblocks and when they view obstacles as temporary. In Universe of Angels and the Quest of Angels game, both mistakes and obstacles are framed in this way to encourage persistence in the audience.

•Positive Beliefs and Thoughts - An important area of psychology called “Positive Psychology” explores the type of thoughts and beliefs that help people stay psychologically healthy, even when bad things happen. They include hope, optimism, resilience and persistence:

We live with and get our greatest joy from others, so it is just as important to be aware of other’s needs and feelings as it is to be aware of our own. Social awareness skills help children recognize and understand others’ needs and feelings as distinct from their own. Because most of the faith-based values desire that we relate well to others, social awareness skills are crucial.

•Perspective Taking – This skill is the ability to put yourself in the other person’s shoes and see his or her perspective as distinct from your own. Perspective taking underlies all social interactions. This ability develops slowly over childhood and into adulthood and can be especially challenging when the other’s perspective is at odds with our own.

3. Social Awareness Skills


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•Good Manners - One of the first ways we teach children to be aware of others’ needs and feelings, is by practicing good manners. When children learn, it’s important to ask with a “please,” receive with a “thank you,” wait to speak until others are through, and so on; the implication is that other people are important.

•Understanding Common Bonds and Differences - People are diverse. Part of being aware of others’ needs and feelings involves recognizing and appreciating that diversity. One way we help children to appreciate diversity is to help them see, though we may be different in some ways, there are common bonds that connect all people. We all need to eat. We all are sons or daughters. And, we all want to be treated in the manner that the faith-based values support. Understanding both our similarities and differences is a key part of being socially aware and of embracing the faith-based values.

•Forging Connections - The very first step in forming a positive relationship is forging a connection with another person. There are many ways to forge that initial connection – from giving or asking for help, to showing love, to providing positive affirmation to others. This skill area helps children reach out to others and join communities.

•Effective Communication - Another key step in getting along well with others is communicating effectively. Being an effective communicator includes many sub-skills like listening well, being appropriately assertive, being honest, and keeping your word.

•Conflict Resolution - Conflict is part and parcel of relationships. Indeed, healthy relationships flourish when conflict is used as a vehicle to reach improved understanding. “Conflict resolution” skills include things like cooperating, negotiating, taking turns, sharing, being fair and finding win-win solutions.

Relationship skills help us form positive relationships with others, work together, and resolve interpersonal conflict. These skills are central to the faith-based values because they help us get along with one another.

4. Relationship Skills


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5. Responsible Decision Making Skills

Skills in this area help children make constructive choices that are in line with faith-based values.

•Problem Solving - Many steps are involved in effective problem solving. When children are taught these steps and allowed to practice them, they tend to improve in making well-reasoned, responsible and effective decisions. The steps include defining the problem well (taking all parties’ perspectives into account), brainstorming potential solutions, evaluating each solution, choosing and implementing a solution, and then revising that solution based on outcome.

•Critical Thinking - Critical thinking is the ability to evaluate information. Because the world is not always a fair place and inaccurate information often gets presented as truth, it is essential that children learn to think critically. This practice is especially important with respect to being accepting and tolerant of others. In particular, children need to know how to recognize information that is untrue, understand how false information makes the target of the information feel, and find accurate information that contradicts the unfair assessment. Critical thinking helps us to fight stereotypes and make responsible decisions.

Universe of Angels is a multifaceted universe. As such, there are many ways the Universe of Angels overall and the Quest of Angels virtual world game supports faith-based values and the interconnected social emotional curriculum. The following is an initial description of the instructional methods that will be expanded and refined as Universe of Angels continues to be developed.

1. Positive ModelingModeling is a powerful teaching tool whereby the traits and skills that we want children to acquire are demonstrated by beloved characters that children aspire to be like.

In the Quest of Angels game, a team of five animated angels (the Angel Hosts) serves as positive models. The team is always accessible to players and may act at various times as messengers, teachers, and cheerleaders.

METHODS


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In their messenger/teacher function, these Angel Hosts explain how an aspect of the virtual world works and model the values and social emotional skills targeted. For example, when a player is struggling with some interaction with another player, an Angel Host may suggest or show how to handle the dilemma. The team will also model the faith-based values and the positive traits of hope, optimism, resilience and persistence.

As cheerleaders, the Angel Hosts practice unconditional love. The team believes in the player (“Keep trying, you can do this”), enjoys the child (“Glad you’re on my team”) and is a dependable presence even when the child makes a mistake (“That’s ok. I believe in you”). The Angel Hosts are particularly active when a child reverses from doing something wrong to making a better choice. At these times, all of the Angel Hosts might show up to cheer the player on.

The Angel Hosts model and reinforce the values and skills targeted by the curriculum and provide a sense of safety and unconditional positive regard within the virtual world.

In addition, within Universe of Angels, there are a number of other modeling tools. A comprehensive collection of streamed animated Bible Stories will provide positive role models. There will also be other media available such as home entertainment and publishing focusing on Your Child’s First Bible, Your Child’s First Prayers, Your Child’s First Christmas, and other titles all teaching strong, loving values. Parents will also have access to a downloadable version of this curriculum that will include the addition of suggested activities that further support these faith-based values.

2. Faith-Based Rules Govern the Virtual World and Game PlayThe overall rules of the Quest of Angels game are rooted in faith-based values. Thus, wherever possible, players “win” by being respectful, responsible, generous, accepting and so forth. In this sense, the virtual world and the internal games are a clear departure from traditional video games and re-imagining of how virtual worlds can work.

In addition, like the “rules” of Christianity (i.e. the Golden Rule, the Ten Commandments, etc…), it is clear throughout the virtual world that there are good and bad choices. Good choices are in line with the faith-based values (loving, caring, generous and kind). Bad


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choices are at odds with the values (hateful, arrogant, selfish and mean).

There are immediate consequences when a bad or good choice is made so the desired values are reinforced. Positive consequences for good choices might involve gaining special abilities for your avatar (wings, ability to fly, increasing ability to fly farther and faster, invisibility, healing, responsibility to guard and protect, and so on). Negative consequences might be the loss of these same abilities.

The rules that define specific games within the universe will support both the faith-based and the academic curricula. For example, there might be a game where there is a finite amount of pizza and the player must divide it equally among the hungry. This game would support math skills, the faith-based value of generosity, and the social emotional skill of being socially aware and making responsible decisions.

3. Generosity is RewardedIn sharp contrast to most video games and virtual worlds where the rewards are self-focused (how many points, money, goods have I accumulated), the rewards in Quest of Angels also include the chance to give to others.

There will be opportunities for virtual giving and there will also be a chance to give (with a parent’s help) to a Christian charity in Universe of Angels.

The “real” giving will be charted individually as well as corporately, with a chart showing the combined giving of all the players. Players will feel the excitement of filling the jar with pennies both by themselves and with millions of other Angel Messengers in the game and the joy of being part of a compassionate community.

4. Role-PlayBecause seeing things from other’s perspectives and being other-focused is such an intrinsic aspect of this curriculum, there will be much role-play. In certain games (aka “Quests”), for example, the home player will have the ability to switch characters and see the situation through the eyes of the “other.” For instance, if a character in the role-playing game comes upon a person who is suffering in the gutter (Good Samaritan story), or someone being bullied, the child will be able to “see” through the eyes of the suffering person. The question to the home player then might be “How do I want to be treated?” or “How can I help this person now that I better understand how they feel?” Either question


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promotes the values and goals of the curriculum.

5. Creative Expressive PlayAnother big activity in the world involves creative expressive play. The home players can create their own Angel avatars (Messengers of Light), their own homes (Isles) within the Angel communities and communal buildings with their Angel neighbors. As children gain Angel Points, Levels, and Statures, there will be even more creative choices.

Within the virtual online world, there are opportunities to write songs and poems, and to design power accessories (i.e. the bow and arrow of a cherub, the sword of an archangel, the feather scepter of an angel), too. Children will have an “online” Angel name of their own choice.

These creative activities are key to establishing an understanding of self and a sense of joy and investment in the Angel universe being created. When children create with other players (as with the communal buildings), the faith-based values and social skills are reinforced, too.

6.Social PlayLike all virtual world games, Quest of Angels is a community. There are many opportunities for home players to interact with one another rather than to just play individually. For example, players can work together to build communal areas of the virtual world, they can engage in safe chat, and much of the experience within the universe is multi-player.

Because of all these features, Quest of Angels gives children continual opportunities to engage in social as opposed to solitary play. And, as children play together within the virtual world, they receive reinforcement for being “other-focused” – for forging connections, working together, negotiating, and so on. The social aspect of the play is thus another way that children are afforded practice and support in the faith-based values and the interconnected social emotional skills.

7. Mistakes and Bad Choices are Temporary and are Opportunities to GrowWhen children make mistakes in Quest of Angels, these mistakes are framed as part of the learning process. The message will always be that making a bad choice does not


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make the player “bad.” Rather, bad choices are chances to think, learn and do better. The Angel Hosts, in particular, will explain that a selfish, unkind choice is a chance to grow spiritually.

8. Activities/Quests/MiniGames/Missions Designed to Target Specific SkillsWhile all activities and games use global methods that promote the faith-based values and interconnected social emotional skills throughout the virtual world, many games and activities will also be designed to support specific skills targeted by the curricula. Universe of Angels is developed to be in line with the Common Core Standards, and thus, there may be games in Quest of Angels that promote vocabulary, understanding of fractions, geography and so on. Still, regardless of the specific content of a game, all material in the Universe of Angels overall will support the faith-based values and interconnected social emotional skills in the ways described above.

9. Caregivers as Partners in the LearningParents, grandparents, extended family and other caregivers will be encouraged to be involved in the Universe of Angels community through the Parent Section and other Parent/Caregiver directed areas. There will be many ways for caretakers to be involved in the child’s spiritual journey (teaching aids, family activities, blogs, ongoing conversations among caretakers, a book store, and links to faith-based resources) as well as resources that extend the academic learning.


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References for Christian Education and Spiritual Development of Children

Alcott, A. (1799-1888, book published 1991). How Like An Angel Came I Down: Conversations with Children on the Gospels. Virginia: Steiner/Linisfarne books.

Barna, G. (2003). Transforming Children into Spiritual Champions. California: Regal Books.

Bussagli, M. (2007). Angels. New York: Abrams.

Coles, R. (1990). The Spiritual Life of Children. Boston: Houghton Mifflin Company.

Fowler, J. (1981). Stages of Faith. New York: HarperCollins Publishers.

Hart, T. (2003). The Secret Spiritual World of Children. California: New World Library.

Newberg, A, D’Aquili, E. & Rause, V. (2001). Why God Won’t Go Away: Brain Science and the Biology of Belief. New York: Random House Publishing Group.

Stonehouse, C. (1998). Joining Children on the Spiritual Journey: Nurturing a Life of Faith. Michigan: Baker Academic.

Trent, J., Osborne, R. & Bruner, K. (2003). A Parent’s Guide to the Spiritual Growth of Children. Illinois: Tyndale House Publishers.

References for Social and Emotional Skills

Casel (2011). “State learning standards to advance social and emotional learning: The Casel state scan of social and emotional learning standards, preschool through high school.” Retrieved 2/14/2012. http://casel.org/wp-content/uploads/2011/04 Brief-on-the-State-Scan-4/182011.pdf.


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Denham, S.A. (1998). Emotional Development in Young Children. New York: The Guilford Press.

Derman-Sparks, L. (1998). Anti-bias curriculum. Tools for empowering young children. Washington, D.C.: National Association for the Education of Young Children.

Derman-Sparks, L and Ramsey, P.G. (2006). What if all the kids are white? Anti-bias multicultural education with young children and families. New York: Teachers College Press.

Galinsky, E. (2010). Mind in the making. New York: HarperCollins Press.

Harter, S. (1999). The Construction of the Self: A Developmental Perspective. New York: The Guilford Press.

Hirsh-Pasek, K. & Golinkoff, R. M. (2003). Einstein never used flash cards: How our children learn – and why they need to play more and memorize less. Pennsylvania: Rodale Press.

Maddux, J.E. (2005). “Self-Efficacy: The Power of Believing You Can.” In Snyder, C.R. & Lopez, S.J. (Eds.), Handbook of Positive Psychology. New York: Oxford University Press.

Masten, A.S. & Reed, M. J. (2005). “Resilience in development.” In Snyder, C.R. & Lopez, S.J. (Eds.), Handbook of Positive Psychology. New York: Oxford University Press.

Masten, A.S. & Powell, J.L. (2003). “A resilience framework for research, policy and practice.” In Luthar, S.S. (Ed.), Resilience and Vulnerability: Adaptation in the context of childhood adversities. Cambridge, UK: Cambridge University Press.

McDermott, D. & Snyder, C.R. (1999). Making hope happen. A workbook for turning possibilities into reality. California: New Harbinger Publications, Inc.


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Ramsey, P.G. (1998). Teaching and learning in a diverse world. New York: Teachers College Press.

Saarni, C. (1999). The development of emotional competence. New York: The Guilford Press.

Salovey, P. Sluyter, D.J. (1997). Emotional development and emotional intelligence. New York: Basic Books.

Seligman, M. (1995). The Optimistic Child. New York: Houghton Mufflin Company.

Snyder, C. R. & Lopez, S. J. (Eds.) (2005). Handbook of positive psychology. New York: Oxford University Press.

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