SELECTED, ADOPTED AND IMPLEMENTED SOCIAL-EMOTIONAL LEARNING PROGRAM: THE KINDNESS CURRICULUM FOR KIDS

The aim of this manuscript is to introduce the program of social-emotional learning. Developed by the Centre for Healthy Minds (CHM) this program is called the Kindness Curriculum (CHM, 2017). Founded by the world renowned neuroscientist Dr. Richard J. Davidson, the Centre for Healthy Minds offers a kinder, wiser, more compassionate world. Methodology. Qualitative research method was used in this study. The methods of documentary research, observation and interview were also applied. The Kindness Curriculum was employed as a documentary study. The target audience and the object of observation were primary school children aged 6 to 7, the teachers were interviewed. Results. The mission of the centre is to cultivate kindness and relieve suffering through the scientific study of the mind. There are some social-emotional training programs, but the program developed by the centre is free. This program has been used by preschools and some researchers. The study involves the adaptation of the Kindness Curriculum to Turkish culture. The program contains twenty-four lessons in eight topics. These lessons include short stories, songs and entertaining games. The program can be conducted by one specialist both in preschool institutions and in primary classes. During the adaptation process, the program was translated into Turkish by two specialists and they controlled the entire translation process, which balanced the adaptation of the program by 80%. The benefits of the program for Turkish children have been studied by three psychologists. The program was used as a pilot research in the first grade of primary school. Conclusions. There are many positive results of the program application implemented by teachers. Schools are encouraged to add this program to their © Hakan UŞAKLI, 2021


INTRODUCTION
The importance of social-emotional learning (SEL) has been widely discussed all over the world. There are several associations such as collaborations of academics on socialemotional learning (CASELL) and the Centre of Healthy Minds (CHM) developing and conducting new programs and research on this topic. The program introduced in this manuscript was developed by CHM. Let's look closely at CHM. SEL program showed that students who participated in the universal, school-based SEL program demonstrated improved social and emotional skills, attitudes, and behaviour compared to students who did not participate in the universal SEL program Portnowa, Downera & Brownb, 2018).
Social-emotional learning (SEL) is mainly in the course of development, children must learn how to communicate with others and think, feel, and act in contexts that they distinguish from all that happens around them (Elias, 2019).

The Centre for Healthy Minds (CHM).
This organization was set up in the University of Wisconsin Madison. Established by the world-renowned neuroscientist Dr. Richard J. Davidson, the Centre for Healthy Minds offers a kinder, wiser, more compassionate world. The purpose of the community is to promote well-being and reduce sufferings through scientific knowledge of the mind.
There are some important questions and comments by the CHM. What if our world were a kinder, wiser, more humane place? The world where changing your mind not only increases your well-being but leads to the well-being of others in your society and throughout the globe? This is the aim of the Centre for Healthy Minds at the University of Wisconsin-Madison. Being born with rational and physical strength is required at a global scale, manage accurate scientific research to bring new penetrations aimed at promoting the well-being of all people.
Their inquiry, rooted in neuroscience, proceeds down to one primary question: What establishes a healthy soul?
To start answering this question, we have examined the science of emotions, meditative traditions and conditions of mind we assume affect well-being, including mindfulness, flexibility, patience, enjoying positive emotions, kindness, understanding, gratitude and empathy.
The Centre, part of one of the world's top research organizations, profits from crossdisciplinary collaborations in the arts and virtues, the physical and natural sciences, and the social sciences. They take satisfaction in being a global centre for changes in affective and thoughtful neuroscience in expanding to well-being over the lifespan (centrehealthyminds.org, 2021).

Core values of the association are:
 Create an impression on the society The meaning is the grounding system for all the experiments and professions do commonly. Centre gives awareness of what our product involves in the world, prioritizes research and projects that have the highest potential to improve well-being and reduce suffering and attempt to increase the influence of advantageous results of our work.

 Encourage a prosocial workplace
Whereby the community does its professional common values. They are dedicated to producing a workplace and society of collaborators that incorporate their purpose and revelation. They take this responsibility by communicating with respect, kindness, empathy, and appreciation approaching each other and the support they share.

Who is Dr. Richard J. Davidson?
Having dedicated life to healthy minds at University of Madison, Davidson is wellknown for his groundbreaking achievement investigating emotion and the brain. A friend and confidante of the Dalai Lama, he is a highly sought-after authority and chairman, leading consultations on wellbeing on international platforms such as the World Economic Forum, where he attends the Global Council on Mental Health. Time Magazine described Davidson as one of "The 100 Most Influential People in the World" in 2006.
His investigation is broadly based on the neural principles of emotion and emotional technique as well as techniques to improve human flourishing, including meditation and explained thoughtful applications. His studies have focused on people across the lifespan, from birth to old age. Besides, he's conducted studies with people with emotional disturbances such as different disorders and autism, as well as proficient meditation practice. His investigation uses a wide variety of techniques including MRI, positron emission tomography, electroencephalography, and advanced genetic and epigenetic systems.
Davidson has written hundreds of experimental papers, numerous parts, and articles, and is a co-author with Daniel Goleman of "Altered Traits: Science Reveals How Meditation Changes Your Mind, Brain, and Body" (Avery, Sept. 5, 2017). He is also the producer, with Sharon Begley, of The New York Times bestseller "The Emotional Life of Your Brain" (Penguin, 2012 So, the aim of this manuscript is to introduce the program of social-emotional learning. Developed by the Centre for Healthy Minds (CHM) this program is called the Kindness Curriculum.

METHODOLOGY
Qualitative research method was used in this study. The methods of documentary research, observation and interview were also applied. The Kindness Curriculum was employed as a documentary study. The target audience and the object of observation were primary school children aged 6 to 7, the teachers were interviewed; 102 primary school first grade children from four different classes participated as volunteers in this pilot study.

About the Kindness Curriculum.
The Kindness Curriculum of socialemotional program consists of eight topics and twenty-four lessons ( This study lasted 22 weeks and included two terms. The program was held as a game and physical activity lessons. The SEL program is used only half an hour weekly. All participants seem to be very glad to take part in the study not only university students but also primary school pupils and their teachers.
This long-term program was successfully used for the fourth grade pupils in primary school, and is important for both teachers and parents. Of course, cultural peculiarities are very important. Developing and applying social-emotional programs are vital.
SEL aims at developing students' socialemotional skills and promoting a positive school environment. It is of great interest to educators, policymakers, and researchers Others have adopted mindfulness, growth mind-set, restorative practices, or the increasing popular "kernals" interventions designed to build SEL with high efficiency (Elias, 2019).

CONCLUSIONS
By taking the time to determine where social-emotional learning can fit into the curriculum, health educators maintain high standards of practice that continue to benefit their students. Ignoring socialemotional learning is a great disservice to the students who rely on health education to learn to be their healthiest, happiest selves (Bartlett, 2019