The Ecology of SEL Readiness in Early Childhood Settings

• In Event: AERA Roundtable Session Sunday 1:30 pm Four Seasons Ballroom 1
  In Roundtable Session: Social-Emotional Learning in Early Childhood Education (Table 7)

Abstract

This study explores the ecology of teachers' and directors' perceived readiness to implement Social and Emotional Learning (SEL) in early childhood settings. Participants included 380 teachers and 55 directors from 67 preschools in 37 communities. Factor analyses of the Readiness to Implement Social-Emotional Interventions (RISE) scales identified two factors for teachers' SEL readiness and one factor for directors' SEL readiness. Bayesian multilevel models revealed that professional development quality and community SES significantly associated with teachers' SEL readiness but not directors’ SEL readiness. Directors' SEL readiness did not significantly associate with teachers' SEL readiness. Findings highlight the importance of professional development and community context in shaping SEL readiness and suggest a need for further research on SEL implementation in early childhood education.

Authors

• Craig S. Bailey, Yale University

• Nikki Antenucci, University of Denver

• Emily Lang, University of Denver

• Rohit Agrawal, University of Denver

• Rashida Banerjee, University of Denver