A qualitative study of early childhood educators' beliefs and practices regarding children's socioemotional development

Papadopoulou, Kalliroi; Tsermidou, Lia; Dimitrakaki, Christine; Agapidaki, Eirini; Oikonomidou, Despoina; Petanidou, Dimitra; Tountas, Yiannis; Giannakopoulos, George

doi:10.1080/03004430.2014.889693

Cited by 26 publications

(28 citation statements)

References 43 publications

(87 reference statements)

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“…Train-the-teacher models include explicit coaching for teachers, classroom climate strategies, and curriculum resources. Factors associated with successful teacher implementation of SEL curricula include sociocultural awareness and cultural relevance (Garner et al, 2014), positive teacher attitudes toward SEL (Aubrey & Ward, 2013; Zinsser et al, 2014), strong teacher social and emotional competence (Jennings & Greenberg, 2009; Zinsser et al, 2016), and school administrator support for implementation (Papadopoulou et al, 2014). Indicators of teachers’ social and emotional competence involve enacting prosocial values, demonstrating respect for students and taking responsibility for one’s actions, displaying warmth and empathy in relationships with students (Roorda et al, 2011), and utilizing high social, emotional, and cultural awareness (Jennings & Greenberg, 2009).…”

Section: Preschool Sel Interventionsmentioning

confidence: 99%

A Meta-Analytic Review of Preschool Social and Emotional Learning Interventions

Murano¹,

Sawyer

Lipnevich

2020

Review of Educational Research

118

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This meta-analysis summarized the effects of universal and targeted social and emotional learning (SEL) interventions in 48 studies on the development of social and emotional skills and the reduction of problem behaviors in 15,498 preschool students. For universal SEL interventions delivered to all students, a random-effects model with 33 primary studies showed small to medium effects for the overall development of social and emotional skills (Hedges’s g = .34) and for the reduction of problem behaviors (g = .32), with an overall grand mean of g = .35. For targeted interventions, delivered to at-risk students identified as being in need of additional supports, a random-effects model with 15 primary studies showed medium effects for the overall development of social and emotional skills (Hedges’s g = .44) and for the reduction of problem behaviors (g = .50), with an overall grand mean of g = .48. A meta-regression model showed that intervention program accounted for 83% of heterogeneity in the overall effect size for universal interventions. Overall, this meta-analysis demonstrated that preschool children benefit from SEL interventions in different contexts, particularly those who were identified as being in need of early intervention. Moreover, best practices for preschool SEL interventions may differ from best practices for K–12 students, given the developmental uniqueness of the preschool years.

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Section: Preschool Sel Interventionsmentioning

confidence: 99%

A Meta-Analytic Review of Preschool Social and Emotional Learning Interventions

Murano¹,

Sawyer

Lipnevich

2020

Review of Educational Research

118

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“…While educators acknowledged the importance of social and emotional competencies, they did not report consistent use of practices to promote these skills in the ECEC setting. The authors argued this may be influenced by a lack of formal pedagogical childcare curricula, guidelines or practices focused on social and emotional development, structural barriers, and a belief that social and emotional development is beyond their sphere of influence [44].…”

Section: Introductionmentioning

confidence: 99%

“It’s Embedded in What We Do for Every Child”: A Qualitative Exploration of Early Childhood Educators’ Perspectives on Supporting Children’s Social and Emotional Learning

Blewitt

O’Connor

Morris

et al. 2021

IJERPH

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Early childhood educators play an important role in supporting children’s social and emotional development. While a growing body of research has examined the impact of curriculum-based social and emotional learning (SEL) programs on child outcomes, the approaches educators use to strengthen children’s social and emotional functioning through their everyday practices are less defined. This study explored Australian early childhood educators’ perspectives on children’s social and emotional development, the approaches educators use to encourage children’s social and emotional skills, the enablers and barriers to SEL within the preschool environment, and the additional support needed. Thirty Early Childhood Education and Care professionals participated in semi-structured interviews and focus group discussions. Findings suggest children’s social–emotional development is at the forefront of educator planning, practice, and reflection. Participants described utilising various approaches to support children’s social and emotional skills, embedded within interactions and relationships with children and families. Specifically, strategies could be grouped into four broad categories: a nurturing and responsive educator–child relationship; supporting SEL through everyday interactions and practice; utilising the physical environment to encourage SEL; and working in partnership with caregivers. There was, however, inconsistency in the variety and type of approaches identified. Time constraints, group size, educator confidence and capability, high staff turnover, and limited guidance regarding high-quality social and emotional pedagogy were identified as key barriers. Participants sought practical strategies that could be embedded into daily practice to build upon current knowledge.

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“…For example, Australian daycare directors reported use of more traditional naturally occurring child-initiated strategies for SEL rather than intentional curriculum planning or policy driven strategies (Davis et al, 2010). Similarly, international researchers found the majority of early educators rely on traditional practices such as child-initiated play and informally responding to emerging issues for SEL rather than intentional instruction (Hollingsworth & Winter, 2013;Papadopoulou et al, 2014). Jamison et al (2012) assert that planned intentional teaching may be critical in the socialization of social and emotional competence for children at risk.…”

Section: Variations In Educator Practicesmentioning

confidence: 99%

Preschool Educators’ Readiness to Promote Children’s Emotional Competence

Somerwil¹,

Klieve²,

Exley³

2020

Pac Early Child Educ Res Assoc

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The development of children's emotional competence (EC) throughout the preschool period is critical for supporting their future social competence, transition to school and long-term academic success. This paper reports on survey responses of 78 Australian preschool educators to the scale Preschool Educators' Readiness for Promoting Children's Emotional Competence modified from Bouillet, Ivanec & Miljević-Riđički (2014) and a short open response section. This scale sought the views of educators regarding aspects such as their competence, willingness to promote children's emotional competence and the influence of institutional environment and conditions, with response variations explored across different locations, centre type and also respondent age. While responses indicated strong agreement regarding ability to successfully conduct activities to promote emotional competence and also respondent's prioritization of activities for emotional competence before cognitive skills, there also were differences observed across respondents. For example, almost half responded that they were not adequately prepared by their undergraduate education to promote emotional competence. A small number of open responses were supplied (n=24). Given the small sample, these were used as additional evidence to support and explain the findings from the quantitative analysis. Overall findings highlight the need for strategies to support these educators. These include additional information and practical strategies within undergraduate training, the development of a shared language that defines these issues, ongoing professional development in their workplaces and a greater availability of practical strategies and programs to support them in delivering this important role.

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A qualitative study of early childhood educators' beliefs and practices regarding children's socioemotional development

Cited by 26 publications

References 43 publications

A Meta-Analytic Review of Preschool Social and Emotional Learning Interventions

A Meta-Analytic Review of Preschool Social and Emotional Learning Interventions

“It’s Embedded in What We Do for Every Child”: A Qualitative Exploration of Early Childhood Educators’ Perspectives on Supporting Children’s Social and Emotional Learning

Preschool Educators’ Readiness to Promote Children’s Emotional Competence

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