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

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Autor/Urheber	Claire Blewitt; Amanda O'Connor; Heather Morris; Aya Mousa; Heidi Bergmeier; Andrea Nolan; Kylie Jackson; Helen Barrett; Helen Skouteris
Institution	MDPI AG
Titel	Do Curriculum-Based Social and Emotional Learning Programs in Early Childhood Education and Care Strengthen Teacher Outcomes? A Systematic Literature Review.
Quelle	In: 1660-4601; doi:10.3390/ijerph17031049; International Journal of Environmental Research and Public Health, Vol 17, Iss 3, p 1049 (2020)(2020) PDF als Volltext kostenfreie Datei
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
DOI	10.3390/ijerph17031049
Schlagwörter	preschool; kindergarten; social and emotional learning; social and emotional development; teaching quality; teacher-child interaction; pedagogy; Medicine
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.
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