Conceptual ECCE Happiness Framework for Preschools: To Introduce Importance of Happiness to Promote Social and Emotional Competence in Preschool Children

Abstract

The primary objective of this article is to create a conceptual Early Childhood Care and Education (ECCE) happiness framework for preschool children in India. Although happiness is regarded as one of the key elements that influence early childhood development, an effective happiness framework does not exist for preschools in rural and socio-economically disadvantaged areas in the state of Punjab in India. Therefore, based on research gaps and existing literature, a conceptual framework has been developed to promote social and emotional competence among preschool children through the happiness intervention. The article also discusses (a) the concepts of happiness, and social and emotional competence; (b) the importance of happiness in preschool; (c) the association between happiness and social-emotional competence of preschool children; and (d) the role of preschool teachers in implementing the framework. Future implementation of this framework in the preschools of India will help overcome the limitation that exists in regard to its validation.

What Do I Know About Social-Emotional Learning: A Comparative Analysis Between Public and Private Preschool Teachers in Punjab

“…Therefore, the present study attempts to study the level of preschool teachers’ understanding of SEL in the Punjab state of India. Though India is considered the hub of the Early Childhood Care and Education (ECCE) services, the current picture of the early education system in the state of Punjab in India, specifically in the rural and economically disadvantaged areas, seems to be nerve-wracking (Kaur & Sharma, 2021a). The concerns in the school system in Punjab (India) have reached beyond poor quality of ECCE frameworks, social-emotional complications, and poor academic grades (State Council of Educational Research and Training [SCERT] Report by Sisodia et al, 2019).…”