์๋ฃ
์ธ๊ณ์๋ฏผ๊ต์ก์ ๋ํ ์ดํด๋ฅผ ๋ํ๊ณ ์ฐ๊ตฌ, ์นํธ ํ๋, ๊ต์, ํ์ต ๋ฑ์ ํฅ์์ํฌ ์ ์๋ ๋ค์ํ๊ณ ์ ์ฉํ ์๋ฃ๋ฅผ ์ฐพ์๋ณด์ธ์.
204 ๊ฑด์ ๊ฒฐ๊ณผ๊ฐ ๊ฒ์๋์์ต๋๋ค
็คพไผๆ
ๆๅญฆไน ๅฎถๅบญๆดปๅจๆๅฏผๆๅ ๋ฐํ ์ฐ๋: 2020 ๋จ์ฒด ์ ์: China. Ministry of Education | United Nations Children's Fund (UNICEF) ่ฏฅๆๆไธบๆจ่ฟ็คพไผๆ
ๆๅญฆไน ๅฎถๆ กๅไฝใๆๅฏผๅฎถๅบญๆ่ฒๆไพๆๅฏผ๏ผๅ
ๆฌไธบๅฎถ้ฟๆไพ็งๅญฆ็ๆๅฏผ๏ผ้่ฟไบฒๅญๆดปๅจ็ญๅธฎๅฉๅญฆ็ๅๅฑ็คพไผๆ
ๆ่ฝๅใ 
Social and Emotional Learning Teacher's Manual ๋ฐํ ์ฐ๋: 2020 ๋จ์ฒด ์ ์: China. Ministry of Education | United Nations Children's Fund (UNICEF) This material provides an overview and guidance for teachers to carry out social and emotional learning. It discusses the role of teachers in social and emotional learning, and it also covers methods and tools that teachers can use to implement social and emotional learning. ็คพไผๆ
ๆๅญฆไน ๆๅธๆๅฏผๆๅ ๋ฐํ ์ฐ๋: 2020 ๋จ์ฒด ์ ์: China. Ministry of Education | United Nations Children's Fund (UNICEF) ่ฏฅๆๅไธ้จไธบๆๅธๅผๅฑ็คพไผๆ
ๆๅญฆไน ๆไพๆๅฏผ๏ผไป็ปไบๆๅธ้่ฆๆฟๆ
็่ง่ฒ๏ผไปฅๅๅฎๆฝ็คพไผๆ
ๆๅญฆไน ็ๆนๆณใ้ๅพๅๅฏๅ้ด็ๆกไพไธๆไฝๅทฅๅ
ทใ 
Social and Emotional Learning Principle's Manual ๋ฐํ ์ฐ๋: 2020 ๋จ์ฒด ์ ์: China. Ministry of Education | United Nations Children's Fund (UNICEF) This manual is for principals who are key person in implementing social and emotional learning. It includes suggestions on school development planning, management system improvement, teachers' professional development and home-school cooperation etc. ็คพไผๆ
ๆๅญฆไน ๆ ก้ฟๆๅฏผๆๅ ๋ฐํ ์ฐ๋: 2020 ๋จ์ฒด ์ ์: China. Ministry of Education | United Nations Children's Fund (UNICEF) ่ฏฅๆๅไธ้จไธบๆ ก้ฟๅผๅ๏ผไธบๆ ก้ฟๆจ่ฟ็คพไผๆ
ๆๅญฆไน ๆไพๆๅฏผๅปบ่ฎฎ๏ผๅ
ๆฌๅญฆๆ กๅๅฑ่งๅใ็ฎก็ๅถๅบฆๅปบ่ฎพใๆๅธๆๅญฆๆน่ฟใๅฎถๆ ก็คพๅบๅไฝ็ญๆน้ขใๆจๆๅๆ ก้ฟ็ฎก็่ฝๅใ 
Is every child counted? Status of data for children in the SDGs ๋ฐํ ์ฐ๋: 2017 ๋จ์ฒด ์ ์: United Nations Children's Fund (UNICEF) โIs every child countedโ, a recent status report by UNICEF, shows that sufficient data are available for less than half of child-related SDG indicators. Many indicators, such as those on poverty and violence, are not comparable across countries, and are either too limited or of poor quality, leaving governments without the information they need to accurately address challenges facing millions of children, or to track progress towards achieving the Goals. Data are also very limited on the situation of the most disadvantaged populations within each country. Better disaggregated data on these populations is necessary. The report also identifies priorities for enhancing the collection, analysis and use of data for children. 
Social and Emotional Learning Manual for Classroom Teaching ๋ฐํ ์ฐ๋: 2020 ๋จ์ฒด ์ ์: China. Ministry of Education | United Nations Children's Fund (UNICEF) This manual provides specific suggestions for teachers for classroom teaching. It aims to resolve teachers' confusion and challenge during teaching practice of social and emotional learning, such as how to effectively achieve the expected learning outcome, promote students' participation and improve student-teacher interaction etc. ็คพไผๆ
ๆๅญฆไน ่ฏพๅ ๆๅญฆๆๅฏผๆๅ ๋ฐํ ์ฐ๋: 2020 ๋จ์ฒด ์ ์: China. Ministry of Education | United Nations Children's Fund (UNICEF) ่ฏฅๆๅๆฏ็จไบไธบๆๅธๅผๅฑ็คพไผๆ
ๆๅญฆไน ็่ฏพๅ ๆๅญฆๆไพๆๅฏผ๏ผๅ
ๆฌๅฆไฝ่พพๅฐๆๅญฆ็ฎๆ ใๅฆไฝ็ป็ปๆๅญฆ็ฏ่ใๅฆไฝๆน่ฟๅธ็ไบๅจใๅฆไฝๆๅๅญฆ็ๅญฆไน ไฝ้ช็ญ๏ผๆจๅจๅธฎๅฉๆๅธ่งฃๅณๆๅญฆไธญ็ๅฐๆไธๆๆใ 
Is every child counted? Summary of the status of data for children in the SDGs ๋ฐํ ์ฐ๋: 2017 ๋จ์ฒด ์ ์: United Nations Children's Fund (UNICEF) โIs every child countedโ, a recent status report by UNICEF, shows that sufficient data are available for less than half of child-related SDG indicators. Many indicators, such as those on poverty and violence, are not comparable across countries, and are either too limited or of poor quality, leaving governments without the information they need to accurately address challenges facing millions of children, or to track progress towards achieving the Goals. Data are also very limited on the situation of the most disadvantaged populations within each country. Better disaggregated data on these populations is necessary. The report also identifies priorities for enhancing the collection, analysis and use of data for children. 
Young Children and the Pandemic: UNICEF Early Childhood COVID-19 Response in East Asia and Pacific ๋ฐํ ์ฐ๋: 2021 ๋จ์ฒด ์ ์: United Nations Children's Fund (UNICEF) This report summarizes the impact of the COVID-19 disruptions on early childhood development in countries across East Asia and the Pacific in terms of the five dimensions of the Nurturing Care Framework. It proposes priorities for stakeholders and policy-makers towards achieving the fourth Sustainable Development Goal, which is inclusive and equitable in nature. The report also highlights and analyses examples of UNICEFโs programmatic interventions geared towards supporting the development of young children during this pandemic.