Exploring Time Perspective and Social Emotional Learning With Two Early Childhood Teachers

• In Event: AERA Roundtable Session Saturday 7:45 am - Gold 3
  In Roundtable Session: Examining Social Emotional Development in Early Childhood and through Parenting

Abstract

This qualitative study examined how early childhood teachers’ time perspectives shaped their implementation of social emotional learning (SEL). Time perspective refers to thoughts and feelings about the past, present, and future, and is especially meaningful when approached multidimensionally. While research has linked time perspective to student outcomes, little is known about its role in teaching. Two veteran educators led a LEGO robotics after-school program for children aged 4 to 6 (N = 11). Structured and noticing interviews explored how their personal approaches to time related to SEL practices. Findings revealed that teachers’ individual time perspectives meaningfully influenced their pedagogical strategies. This study highlights time perspective as a valuable construct for enhancing SEL in early childhood education.

Authors

• Ilke Bayazitli, University of California - Berkeley

• Alison K. Munzer, University of California - Los Angeles

• Jabari Mahiri, University of California - Berkeley