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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

Blewitt, Claire, O’connor, Amanda, Morris, Heather, Mousa, Aya, Bergmeier, Heidi, Nolan, Andrea, Jackson, Kylie, Barrett, Helen and Skouteris, Helen 2020, Do curriculum‐based social and emotional learning programs in early childhood education and care strengthen teacher outcomes? A systematic literature review, International journal of environmental research and public health, vol. 17, no. 3, pp. 1-20, doi: 10.3390/ijerph17031049.

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Title Do curriculum‐based social and emotional learning programs in early childhood education and care strengthen teacher outcomes? A systematic literature review
Author(s) Blewitt, Claire
O’connor, Amanda
Morris, Heather
Mousa, Aya
Bergmeier, Heidi
Nolan, AndreaORCID iD for Nolan, Andrea orcid.org/0000-0003-3519-6317
Jackson, Kylie
Barrett, Helen
Skouteris, Helen
Journal name International journal of environmental research and public health
Volume number 17
Issue number 3
Article ID 1049
Start page 1
End page 20
Total pages 20
Publisher MDPI
Place of publication Basel, Switzerland
Publication date 2020
ISSN 1661-7827
1660-4601
Keyword(s) Science & Technology
Life Sciences & Biomedicine
Environmental Sciences
Public, Environmental & Occupational Health
Environmental Sciences & Ecology
preschool
kindergarten
social and emotional learning
social and emotional development
teaching quality
teacher-child interaction
pedagogy
CLASSROOM QUALITY PROFILES
PROFESSIONAL-DEVELOPMENT
INTERVENTION PROGRAMS
CHILDRENS DEVELOPMENT
SCHOOL READINESS
RISK
METAANALYSIS
ACHIEVEMENT
COMPETENCE
Summary 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.
Language eng
DOI 10.3390/ijerph17031049
Indigenous content off
Field of Research MD Multidisciplinary
HERDC Research category C1 Refereed article in a scholarly journal
Free to Read? Yes
Persistent URL http://hdl.handle.net/10536/DRO/DU:30134879

Document type: Journal Article
Collections: Faculty of Health
School of Psychology
Open Access Collection
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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.