Social and Emotional Learning in Preschool Education - A Qualitative Study with Preschool Teachers

Autor/inn/en	Ferreira, Marco; Reis-Jorge, José; Batalha, Sara
Titel	Social and Emotional Learning in Preschool Education - A Qualitative Study with Preschool Teachers
Quelle	In: International Journal of Emotional Education, 13 (2021) 1, S.51-66 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2073-7629
Schlagwörter	Social Emotional Learning; Preschool Education; Preschool Teachers; School Readiness; Child Development; Social Development; Emotional Development; Teacher Role; Teaching Methods; Foreign Countries; Family Role; School Role; Educational Environment; Portugal + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Readiness for school; School ability; Schulreife; Kindesentwicklung; Soziale Entwicklung; Gefühlsbildung; Lehrerrolle; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Lernumgebung; Pädagogische Umwelt; Schulumwelt
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. (As Provided).
Anmerkungen	Centre for Resilience and Socio-Emotional Health. Old Humanities Building (OH) Room 241, University of Malta, MSD 2080, Malta. Tel: +356-2340-3014; Web site: http://www.um.edu.mt/ijee
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01