“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

Abstract

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.

Educator Perspectives of Early Childhood Mental Health: A Qualitative Study in Colorado

“…For instance, some participants recognized that attempts at providing training within their professional setting have not been successful because of staff turnover. Consistent with prior research, a lack of monetary support for both training around mental health and workforce stability are barriers (Blewitt et al, 2021;Isaksson et al, 2017). While the present research suggests that early childhood educators may benefit from further training and support around young children's mental health, systemic challenges persist in making these improvements difficult (Askell-Williams & Murray-Harvey, 2013;Reinke et al, 2011).…”

“…Although the etiology of early childhood mental health challenges is wide-ranging, research has consistently demonstrated that parents play an important role in shaping children's early emotional experiences (Blewitt et al, 2021). As identified by the early childhood educators in the present study, parents and families are essential when thinking about the proximal risks to young children's mental health.…”

“…Parents' role in caring for young children lays the essential foundation for children's later emotional experiences (Shulamit et al, 2017). Specifically, some of the earliest social-emotional skills young children learn are first modeled by caregivers, including how to develop relationships (Blewitt et al, 2021), regulate emotions (Shulamit et al, 2017), and explore within their environment (Blewitt et al, 2021). When caregiving environments are suboptimal (e.g., poor parental mental health, the presence of significant home stressors) it can create circumstances where it is harder for young children to successfully develop foundational social and emotional skills (Shonkoff & Phillips, 2000).…”

“…Early social and emotional development takes place within multiple contexts (e.g., family, community, culture) meaning that best practices in promoting young children's mental health require a multi-faceted approach (Duran et al, 2009). Although both proximal (e.g., caregiving environment, effective identification) and distal considerations (e.g., access to systems of support, the role of community-level violence) play a role in young children's developing social and emotional skills, early care experiences are essential (Blewitt et al, 2021). Furthermore, successful systems to support early social and emotional development must rely on prevention, identification, and intervention efforts from both caregivers and services providers (Dodge, 2018).…”

Theorising in the social care sector: conceptualising theory development by frontline workers as they mobilise knowledge to improve outcomes

“…As authors, we have seen, used and participated in every part of this model in practice. From unpacking educator tacit knowledge (for example, Blewitt et al , 2021), observing practice expertise and discretion in program delivery (for example, Morris et al , 2019), to the rare use of program theory in implementation (for example, O’Connor et al , 2020). In addition, all authors have been the researcher in residence among many community service organisations across Victoria, Australia.…”