Early Childhood Teachers’ Perceptions of the Effectiveness of Their Elementary School’s Approach to Social Emotional Learning: A Mixed Methods Study

2021 ◽  
Author(s):  
Elizabeth A. Steed ◽  
Dorothy Shapland ◽  
Nancy Leech
Keyword(s):  
Early Childhood ◽  
Mixed Methods ◽  
Social Emotional Learning ◽  
Early Childhood Teachers ◽  
Emotional Learning ◽  
Mixed Methods Study ◽  
Social Emotional ◽  
Teachers Perceptions

Unintended lessons of SEL programs

2019 ◽  
Vol 100 (5) ◽  
pp. 59-62 ◽  
Author(s):  
Madora Soutter
Keyword(s):  
Mixed Methods ◽  
Social Emotional Learning ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Mixed Methods Study ◽  
Power Dynamics ◽  
Social Emotional ◽  
Social And Emotional ◽  
Teachers And Students

A mixed-methods study of a large social-emotional learning (SEL) program revealed notable disparities in the ways that teachers and students perceived the program’s impact. Teachers believed the initiative empowered students, while the students themselves described the program as one that emphasized compliance. Madora Soutter summarizes her findings and offers three recommendations for teachers and administrators implementing social and emotional learning initiatives: Evaluate the intention behind SEL programming to avoid a deficit mindset; anticipate implementation roadblocks, such as the tension between some SEL programs and the inherent power dynamics in schools; and actively, authentically listen to students.

Social-Emotional Learning for Adolescents on the Autism Spectrum: High School Teachers’ Perspectives

2020 ◽  
pp. 1-16
Author(s):  
Anita Gardner ◽  
Michelle Wong ◽  
Belinda Ratcliffe
Keyword(s):  
High School ◽  
High School Students ◽  
Social Emotional Learning ◽  
School Setting ◽  
Autism Spectrum ◽  
Emotional Learning ◽  
Social Emotional ◽  
School Students ◽  
Teachers Perceptions ◽  
Core Characteristics

Abstract Social-emotional learning (SEL) is key to student success. Teachers can effectively implement SEL programs to a variety of school populations, with demonstrated improvements in emotional, social, and academic outcomes. Research also suggests that SEL for students on the autism spectrum can result in improved outcomes. Although social-emotional difficulties are core characteristics of autism, there is a dearth of research identifying the SEL needs for high school students on the autism spectrum and how to meet these needs. The aim of this preliminary qualitative study was to explore teachers’ perceptions of SEL needs in a high school setting with adolescents on the autism spectrum. A focus group was conducted with 8 experienced teachers from mainstream and special needs settings. The thematic analysis identified 3 themes: (a) SEL needs of students on the autism spectrum, (b) teaching SEL in high school settings, and (c) gaps in SEL. The study also revealed suggestions for how a SEL program could be developed so that it best meets the needs of the teachers who would be implementing it. Outcomes from this study provide important insights into SEL in adolescents on the autism spectrum in special education and have practical implications for intervention models.

Elementary Teachers’ Perceptions of a Comprehensive, Integrated, Three-Tiered Model of Prevention

2020 ◽  
pp. 074193251989686
Author(s):  
Holly M. Menzies ◽  
Wendy Peia Oakes ◽  
Kathleen Lynne Lane ◽  
David James Royer ◽  
Emily D. Cantwell ◽  
...  
Keyword(s):  
Elementary Teachers ◽  
Classroom Management ◽  
Focus Groups ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional ◽  
Teachers Perceptions ◽  
Tiered System ◽  
Management Approaches ◽  
Perceptions Of Teachers

This study examined perceptions of teachers who implemented a tiered system of support, the comprehensive, integrated, three-tiered (Ci3T) model of prevention. We reported findings of four focus groups with a total of 18 elementary teachers who implemented Ci3T for 2 years. While the Ci3T model comprised elements addressing academics, behavior, and social-emotional learning, teachers were predominately concerned with issues related to students’ behavior. Teachers reported difficulty moving from reactive to proactive classroom management approaches theoretically grounded in behavioral principles.

Early childhood teacher research and social-emotional learning: Implications for the development of culturally sensitive curriculum in Singapore

2021 ◽  
pp. 147821032098349
Author(s):  
Weipeng Yang ◽  
Jaslene Peh ◽  
Siew Chin Ng
Keyword(s):  
Early Childhood ◽  
Conflict Resolution ◽  
Teacher Research ◽  
Social Emotional Learning ◽  
Self Regulation ◽  
Emotional Learning ◽  
Early Childhood Teacher ◽  
Early Childhood Curriculum ◽  
Social Emotional ◽  
Management Culture

Teacher research has been promoted as a context-relevant approach to improving children’s learning experiences in early childhood settings. In this article, we focus on social-emotional learning (SEL), a crucial domain of the early childhood curriculum, to illustrate the role of teacher research in changing early childhood teachers’ everyday practices. We present an informative project on facilitating toddlers’ conflict resolution to exemplify the process of early childhood teacher research for supporting SEL. Evidence of the teacher research project revealed that integrating the child-focused approach into the existing curriculum was beneficial for promoting children’s conflict resolution skills and self-regulation. As situated in the particular context of Singapore, this case of teacher research presents how to successfully innovate early childhood curriculum practices within sociocultural realities, which include the hierarchical management culture, the imbalance between pressure upon and support for teachers, and limited time and resources. Suggestions and implications for early childhood practitioners and policymakers are also discussed.

scholarly journals We Are All In This Together: Supporting Hearts and Minds During Unprecedented Times

2021 ◽  
pp. 53-62
Author(s):  
Marie-Anne Hudson ◽  
Lori Huston
Keyword(s):  
Early Childhood ◽  
Professional Learning ◽  
Social Emotional Learning ◽  
Ways Of Knowing ◽  
Emotional Learning ◽  
Social Emotional ◽  
Learning Practices ◽  
Trauma Informed ◽  
Hearts And Minds

This article discusses the potential that trauma-informed pedagogy and social-emotional learning practices hold for supporting educators during the COVID-19 pandemic and beyond. The authors bring a critical lens to considering these approaches, noting some limitations and provisos in their use. We advocate for dialogue, mentorship, and professional learning in using them not only to support educators but to authentically include diverse ways of knowing, doing, and being in early childhood environments.

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