“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

Claire Blewitt, Amanda O’Connor, Heather Morris, Andrea Nolan, Aya Mousa, Rachael Green, Amalia Ifanti, Kylie Jackson and Helen Skouteris
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Claire Blewitt: Health and Social Care Unit, School of Public Health and Preventive Medicine, Monash University, 553 St Kilda Road, Melbourne, VIC 3004, Australia
Amanda O’Connor: Health and Social Care Unit, School of Public Health and Preventive Medicine, Monash University, 553 St Kilda Road, Melbourne, VIC 3004, Australia
Heather Morris: Health and Social Care Unit, School of Public Health and Preventive Medicine, Monash University, 553 St Kilda Road, Melbourne, VIC 3004, Australia
Andrea Nolan: School of Education, Faculty of Arts and Education, Deakin University, 1 Gheringhap Street, Geelong, VIC 3220, Australia
Aya Mousa: Monash Centre for Health Research and Implementation, School of Public Health and Preventive Medicine, Monash University, Level 1, 42-51 Kanooka Grove, Clayton, VIC 3168, Australia
Rachael Green: Health and Social Care Unit, School of Public Health and Preventive Medicine, Monash University, 553 St Kilda Road, Melbourne, VIC 3004, Australia
Amalia Ifanti: Department of Educational Sciences and Early Childhood Education, University of Patras, 26504 Patras, Greece
Kylie Jackson: Bestchance Child Family Care, 583 Ferntree Gully Road, Glen Waverley, VIC 3150, Australia
Helen Skouteris: Health and Social Care Unit, School of Public Health and Preventive Medicine, Monash University, 553 St Kilda Road, Melbourne, VIC 3004, Australia

IJERPH, 2021, vol. 18, issue 4, 1-16

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.

Keywords: early childhood; kindergarten; preschool; social and emotional learning; teacher-child interactions; qualitative research (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2021
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (1)

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