Do Curriculum-Based Social and Emotional Learning Programs in Early Childhood Education and Care Strengthen Teacher Outcomes? A Systematic Literature Review
| Autor: | Aya Mousa, Claire Blewitt, Helen L. Barrett, Heather Morris, Heidi Bergmeier, Amanda O’Connor, Helen Skouteris, Kylie Jackson, Andrea Nolan |
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| Rok vydání: | 2020 |
| Předmět: |
Classroom management
Early childhood education Health Toxicology and Mutagenesis education Emotions Psychological intervention lcsh:Medicine Review preschool teaching quality Child Development Cognitive development Humans Learning kindergarten 0501 psychology and cognitive sciences Child Competence (human resources) Curriculum Emotional Intelligence Medical education pedagogy lcsh:R 05 social sciences Professional development Public Health Environmental and Occupational Health 050301 education social and emotional learning teacher-child interaction Self Efficacy Social Learning Systematic review Child Preschool School Teachers 0503 education social and emotional development 050104 developmental & child psychology |
| Zdroj: | International Journal of Environmental Research and Public Health, Vol 17, Iss 3, p 1049 (2020) International Journal of Environmental Research and Public Health |
| ISSN: | 1660-4601 |
| DOI: | 10.3390/ijerph17031049 |
| Popis: | There is growing awareness of the benefits of curriculum-based social and emotional learning (SEL) programs in Early Childhood Education and Care settings for children’s social, emotional, and cognitive development. While many SEL programs aim to strengthen teachers’ capacity and capability to foster children’s social and emotional skills, research effort has focused on understanding the impact on child outcomes, with less emphasis on improvement in teaching quality. This systematic literature review examined the effectiveness of universal curriculum-based SEL programs on teacher outcomes. Fifteen studies met inclusion criteria, capturing ten distinct SEL interventions. The findings suggest SEL programs may strengthen teaching quality, particularly the provision of responsive and nurturing teacher-child interactions and effective classroom management. Data were insufficient to ascertain whether participation improved teachers’ knowledge, self-efficacy, or social-emotional wellbeing. The potential pathways between SEL intervention, teaching quality and children’s developmental outcomes are discussed. |
| Databáze: | OpenAIRE |
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