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 Conceptualizing the Core of “Social Emotional Learning”

2020 ◽  
Vol 40 (1) ◽  
pp. 24-33
Author(s):  
Hunter Gehlbach ◽  
Claire Chuter
Keyword(s):  
Social Connectedness ◽  
Social Emotional Learning ◽  
Self Regulation ◽  
Psychological Needs ◽  
Emotional Learning ◽  
Social Emotional ◽  
Face To Face ◽  
Global Pandemic ◽  
Teachers And Students ◽  
Students First

The global pandemic and sudden lack of face-to-face contact between teachers and students has accelerated interest in social-emotional learning (SEL). With greater numbers of people thinking about SEL, more confusion has emerged: How should we conceptualize SEL? Which constructs should be included? We propose a conceptualization of SEL that is anchored in the fundamental psychological needs of students. First, we describe these psychological needs—social connectedness, motivation, and self-regulation—that are prerequisites for optimizing student outcomes. Then, we outline several benefits that we hope this conceptualization offers to researchers and practitioners: clarity with respect to what SEL is and is not, an evaluative tool to help schools select SEL models and curricula, and practical guidance for educators helping students.

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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