Deakin University
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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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journal contribution
posted on 2020-01-01, 00:00 authored by C Blewitt, A O’connor, H Morris, A Mousa, Heidi BergmeierHeidi Bergmeier, Andrea NolanAndrea Nolan, K Jackson, H Barrett, Helen Skouteris
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.

History

Journal

International journal of environmental research and public health

Volume

17

Issue

3

Article number

1049

Pagination

1 - 20

Publisher

MDPI

Location

Basel, Switzerland

ISSN

1661-7827

eISSN

1660-4601

Language

eng

Publication classification

C1 Refereed article in a scholarly journal