scholarly journals Social and Emotional Learning Associated With Universal Curriculum-Based Interventions in Early Childhood Education and Care Centers

2018 ◽  
Vol 1 (8) ◽  
pp. e185727 ◽  
Author(s):  
Claire Blewitt ◽  
Matthew Fuller-Tyszkiewicz ◽  
Andrea Nolan ◽  
Heidi Bergmeier ◽  
David Vicary ◽  
...  
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Childhood Education ◽  
Social And Emotional ◽  
Education And Care

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

2020 ◽  
Vol 17 (3) ◽  
pp. 1049
Author(s):  
Claire Blewitt ◽  
Amanda O’Connor ◽  
Heather Morris ◽  
Aya Mousa ◽  
Heidi Bergmeier ◽  
...  
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Literature Review ◽  
Systematic Literature Review ◽  
Social And Emotional Learning ◽  
Teaching Quality ◽  
Social Emotional ◽  
Childhood Education ◽  
Social And Emotional ◽  
Education And Care

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.

Social and Emotional Learning and Early Childhood Education: Redundant terms?

2018 ◽  
Vol 20 (3) ◽  
pp. 221-235 ◽  
Author(s):  
Amanda J Moreno ◽  
Mark K Nagasawa ◽  
Toby Schwartz
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
School Education ◽  
Whole Child ◽  
Social Emotional ◽  
Compulsory School ◽  
Childhood Education ◽  
Social And Emotional

Social and emotional learning is a young field, but a very old concept. The idea that children require explicit instruction in social-emotional capacities is present in the writings of philosophers as far back as Plato, and partly constitutes the roots of the “whole-child development” and “developmentally appropriate practice” frameworks in early childhood education today. Nevertheless, early childhood education has recently been embracing and embraced by the modern global social and emotional learning movement in compulsory school education. Why would early childhood education do this, given its long tradition of prioritizing social-emotional pursuits and, in fact, serving as a model for the rest of the education continuum? Using Minow’s “dilemma of difference” framework, this article critically examines the question of which set of consequences the early childhood education field should choose in the current era—those of potentially superficially modularizing social-emotional concerns and comingling them with undesirable compulsory school education accountability structures, or those of continuing an embedded approach within a potentially generic whole-child philosophy that is difficult to implement in the real world. After considering early childhood education’s challenges with living by its own philosophy, the authors recommend a cautious but proactive acceptance of new social and emotional learning models within early childhood education because this allows a public interrogation of whichever values and methods for imparting them are chosen. The authors argue that an active alignment around social and emotional learning may buffer the early childhood education principles of democracy and child agency against the marginalization from political cross-currents they have historically experienced.

scholarly journals Sharing is Caring: A Study of Food-Sharing Practices in Australian Early Childhood Education and Care Services

Nutrients ◽  
2020 ◽  
Vol 12 (1) ◽  
pp. 229
Author(s):  
Ruth Wallace ◽  
Karen Lombardi ◽  
Charlotte De Backer ◽  
Leesa Costello ◽  
Amanda Devine
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Emotional Development ◽  
Food Sharing ◽  
Social And Emotional Development ◽  
Childhood Education ◽  
Social And Emotional ◽  
Care Services ◽  
Education And Care ◽  
Family Style

Food connects people, and can significantly impact the physical, social and emotional development of young children. Food sharing and family-style mealtimes can support healthy eating practices and psychological well-being among young children, and carersother than family members, such as Early Childhood Education and Care staff, play an important role in the provision of these practices. Despite increasing numbers of Australian children attending Early Childhood Education and Care services, there is often reluctance among staff to promote such mealtime practices, to the detriment of children’s social and emotional development. The aim of this paper was to focus on the potential role of Early Childhood Education and Care services in facilitating food sharing and family-style mealtime practices in the earliest stages of the lifespan. A qualitative, netnographic approach was used, and data was collected as part of the broader ’Supporting Nutrition for Australian Childcare’ (SNAC) study, via online conversation threads, observations and qualitative interviews. Findings demonstrated that whilst many Early Childhood Education and Care services are committed to supporting food sharing and family-style mealtime practices, a number of barriers were reported. These included the perception that babies and toddlers could not participate in these practices, concerns about food hygiene and cross contamination of allergens, and negative parental influences on food sharing. In conclusion, this paper supports the practice of food sharing in Early Childhood Education and Care settings and calls for them to become embedded in everyday operations to support the physical, social and emotional development of Australia’s future generations.

scholarly journals European Educational Policies on Teacher Training for Early Childhood Education

2021 ◽  
pp. 15-26
Author(s):  
Otilia Clipa ◽  
◽  
Liliana Mâţă ◽  
Keyword(s):  
Early Childhood ◽  
Teacher Training ◽  
Early Childhood Education ◽  
Educational Policies ◽  
Childhood Education ◽  
Social And Emotional ◽  
Special Profile ◽  
Education And Care ◽  
Policy Measures ◽  
Entire World

Nowadays, for entire world is consider a priority to invest in Early childhood education and to realize upon this European educational Policies. On September 2019, the European Commission had published the comparative report about Data on Childhood Education and Care in Europe and this document describes the main policy measures to ensure access specifying which countries guarantee a place in Early Childhood Education and Care from which age and it show how investment in this field have many benefits in entire life of this people. In many educational policies are highlighted the values of early age education and their effects on the children’s social and emotional integration within that society. In these debates, many countries focus their educational policies to teacher training for early childhood education and we described in this chapter. We propose a special profile and competence of this teacher for early childhood education.

scholarly journals Perspectives on Early Childhood Education in Romania: a Qualitative Research

2021 ◽  
pp. 329-348
Author(s):  
Anca Egerau ◽  
◽  
Ramona Lile ◽  
Alina Roman ◽  
Gabriela Kelemen ◽  
...  
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Focus Groups ◽  
Early Education ◽  
Childhood Education ◽  
Social And Emotional ◽  
Education And Care ◽  
Framework Document ◽  
Diagnostic Framework ◽  
Teachers And Parents

Early childhood education and care (ECEC) is a concept that refers to the period from the birth of the infant to the time when the child begins the kindergarten. In children’s lives, it is a significant time because it is when they first learn how to connect with others, including friends, teachers and parents, and often continue to build passions that will stick with them throughout their existences. It is a period when children develop essential social and emotional skills and a bond is built between the infant, their parents and the teacher. Representative program no. 1 – Increasing access to ECEC under the ESL Strategy aims to implement the following key measures: (i) a coherent framework for ECEC; (ii) involvement of the family (with children 0-3 years) in parental education programs and by providing financial incentives; (iii) qualification, training and retention of early education and care staff. The non-competitive Early Inclusive and Quality Education project, implemented by the Ministry of National Education in partnership with the University of Piteşti, Aurel Vlaicu University of Arad and Ştefan cel Mare University of Suceava, between 2019 and 2021, aims to implement measures provided in the Representative Program no.1 of the early school leaving Strategy. In the first year of implementation, it is envisaged to develop a diagnostic framework document on the organization and operation of quality services in the field of early education in Romania and to support their implementation in the future. In this context, 8 focus groups are planned to take place in each development region, in order to outline a SWOT analysis of the educational, medical and social services provided in early education in Romania in the last 3 years. This report presents the findings from two focus groups that were organised in Arad and Bistrita by Aurel Vlaicu University of Arad.

scholarly journals Rola wczesnej edukacji i opieki w ograniczaniu skutków ubóstwa wśród dzieci

2017 ◽  
Vol 38 (3) ◽  
pp. 21-33
Author(s):  
Elżbieta Subocz
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Language Skills ◽  
Negative Consequences ◽  
Social And Emotional Development ◽  
Criminal Proceedings ◽  
Childhood Education ◽  
Social And Emotional ◽  
The Social ◽  
Education And Care

This article attempts to answer the question: what role does the process of early childhood education and care play in reducing the effects of poverty among children? The main argument of the article states that education (started as early and lasting as long as possible) is the only chance to limit the negative consequences of poverty, as well as to overcome the intergenerational transmission of poverty and social exclusion. Relying on the results of foreign (mostly American) surveys, it has been proven that good quality early childhood education and care is beneficial for children living in poverty, as well as for society as a whole. It positively influences the social and emotional development of children, their language skills and school achievements. Children who benefited from institutions / programmes for early childhood education and care, in adulthood do better in the labour market, have higher earnings and are less likely to seek stimulants. Society bears lower costs of special education, anti-social behaviour, criminal proceedings, social welfare and health of young people and adults.

Sign in / Sign up

Export Citation Format

Share Document