Do Curriculum-Based Social and Emotional Learning Programs in Early Childhood Education and Care Strengthen Teacher Outcomes? A Systematic Literature Review

Claire Blewitt, Amanda O’Connor, Heather Morris, Aya Mousa, Heidi Bergmeier, Andrea Nolan, Kylie Jackson, Helen Barrett and Helen Skouteris
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Claire Blewitt: Monash Centre for Health Research and Implementation, Monash University, Melbourne, VIC 3168, Australia
Amanda O’Connor: Monash Centre for Health Research and Implementation, Monash University, Melbourne, VIC 3168, Australia
Heather Morris: Monash Centre for Health Research and Implementation, Monash University, Melbourne, VIC 3168, Australia
Aya Mousa: Monash Centre for Health Research and Implementation, Monash University, Melbourne, VIC 3168, Australia
Heidi Bergmeier: Monash Centre for Health Research and Implementation, Monash University, Melbourne, VIC 3168, Australia
Andrea Nolan: School of Education, Faculty of Arts and Education, Deakin University, Geelong, VIC 3220, Australia
Kylie Jackson: Bestchance Child Family Care, Melbourne, VIC 3150, Australia
Helen Barrett: Bestchance Child Family Care, Melbourne, VIC 3150, Australia
Helen Skouteris: Monash Centre for Health Research and Implementation, Monash University, Melbourne, VIC 3168, Australia

IJERPH, 2020, vol. 17, issue 3, 1-23

Abstract: 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.

Keywords: preschool; kindergarten; social and emotional learning; social and emotional development; teaching quality; teacher-child interaction; pedagogy (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2020
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (1)

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