Social and emotional learning in preschool education : a qualitative study with preschool teachers

Social and emotional learning (SEL) is an important component of early school readiness and healthy child development. Research has shown that children`s development of social and emotional skills at preschool age is critical for long-term school and life success. Teachers play a key role in this pr...
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Gespeichert in:

Autor*in:	Marco Ferreira [verfasserIn] José Reis-Jorge [verfasserIn] Sara Batalh [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2021

Schlagwörter:	social and emotional learning preschool teachers` perceptions teachers` practices sel strategies

Übergeordnetes Werk:	In: International Journal of Emotional Education - Centre for Resilience & Socio-Emotional Health, 2017, 13(2021), 1, Seite 51-66
Übergeordnetes Werk:	volume:13 ; year:2021 ; number:1 ; pages:51-66

Links:	Link aufrufen Link aufrufen Journal toc

Katalog-ID:	DOAJ000216968

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520			\|a Social and emotional learning (SEL) is an important component of early school readiness and healthy child development. Research has shown that children`s development of social and emotional skills at preschool age is critical for long-term school and life success. Teachers play a key role in this process. There is evidence to indicate that effective SEL depends, among other factors on the way teachers construct and incorporate SEL in their daily practices. In this qualitative, exploratory study we aimed to uncover and understand Portuguese preschool teachers` representations and practices of SEL as a contribution to filling in a perceived gap in the Portuguese empirical literature. Our findings indicate that our participants shared a positive view and an awareness of the theoretical foundations of SEL. However, in terms of practice, they revealed to make use of a limited repertoire of SEL strategies, which points to the need for greater attention to the practices of SEL in teacher initial training and continuing professional development initiatives.
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topic	misc LC8-6691 misc social and emotional learning misc preschool misc teachers` perceptions misc teachers` practices misc sel strategies misc Special aspects of education
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title	Social and emotional learning in preschool education : a qualitative study with preschool teachers
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title_sort	social and emotional learning in preschool education : a qualitative study with preschool teachers
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title_auth	Social and emotional learning in preschool education : a qualitative study with preschool teachers
abstract	Social and emotional learning (SEL) is an important component of early school readiness and healthy child development. Research has shown that children`s development of social and emotional skills at preschool age is critical for long-term school and life success. Teachers play a key role in this process. There is evidence to indicate that effective SEL depends, among other factors on the way teachers construct and incorporate SEL in their daily practices. In this qualitative, exploratory study we aimed to uncover and understand Portuguese preschool teachers` representations and practices of SEL as a contribution to filling in a perceived gap in the Portuguese empirical literature. Our findings indicate that our participants shared a positive view and an awareness of the theoretical foundations of SEL. However, in terms of practice, they revealed to make use of a limited repertoire of SEL strategies, which points to the need for greater attention to the practices of SEL in teacher initial training and continuing professional development initiatives.
abstractGer	Social and emotional learning (SEL) is an important component of early school readiness and healthy child development. Research has shown that children`s development of social and emotional skills at preschool age is critical for long-term school and life success. Teachers play a key role in this process. There is evidence to indicate that effective SEL depends, among other factors on the way teachers construct and incorporate SEL in their daily practices. In this qualitative, exploratory study we aimed to uncover and understand Portuguese preschool teachers` representations and practices of SEL as a contribution to filling in a perceived gap in the Portuguese empirical literature. Our findings indicate that our participants shared a positive view and an awareness of the theoretical foundations of SEL. However, in terms of practice, they revealed to make use of a limited repertoire of SEL strategies, which points to the need for greater attention to the practices of SEL in teacher initial training and continuing professional development initiatives.
abstract_unstemmed	Social and emotional learning (SEL) is an important component of early school readiness and healthy child development. Research has shown that children`s development of social and emotional skills at preschool age is critical for long-term school and life success. Teachers play a key role in this process. There is evidence to indicate that effective SEL depends, among other factors on the way teachers construct and incorporate SEL in their daily practices. In this qualitative, exploratory study we aimed to uncover and understand Portuguese preschool teachers` representations and practices of SEL as a contribution to filling in a perceived gap in the Portuguese empirical literature. Our findings indicate that our participants shared a positive view and an awareness of the theoretical foundations of SEL. However, in terms of practice, they revealed to make use of a limited repertoire of SEL strategies, which points to the need for greater attention to the practices of SEL in teacher initial training and continuing professional development initiatives.
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title_short	Social and emotional learning in preschool education : a qualitative study with preschool teachers
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