Rooted in Reflection: Reimagining SEL in Early Childhood Education

• In Event: AERA Roundtable Session Sunday 9:45 am - Gold 2
  In Roundtable Session: Exploring Inclusive Teaching Practices through Self-Study

Abstract

This collaborative self-study by three junior faculty in early childhood education examines how their own social-emotional learning (SEL) competencies influence preservice teachers’ understanding of SEL. Using reflective journaling, critical friend dialogue, and thematic coding, the study highlights the impact of deliberate SEL modeling across various teaching modalities—online, blended, and face-to-face. The authors identified gaps in SEL integration, the emotional demands of post-pandemic classrooms, and the need for increased faculty support. Amid rising expectations, limited professional development, and a shifting Gen Z student demographic, the study calls for communities of practice that prioritize emotional well-being and reflective pedagogy. This work contributes to teacher education and self-study literature by centering faculty SEL growth as a foundation for cultivating emotionally responsive preservice educators.

Authors

• Allison Jane Barness, University of Northern Iowa

• Brandy A. Smith, Wartburg College

• Allison Pattee, University of Northern Iowa