Kindergarten Teachers' Facilitation of Social and Emotional Learning in Classroom Play Contexts

• In Event: Play in Early Childhood Education

Abstract

Play occupies a critical role in the kindergarten classroom, particularly within a play-based learning framework. Historically, child-directed play has been viewed as critical to the development of social and emotional learning (SEL) skills, with less attention paid to the teacher’s role in promoting children’s SEL skills in play. The current study gathered observational data in 20 play-based kindergarten classrooms. Video data were coded according to the type of play (free play, guided play, or teacher-directed play), SEL competency, and type of teacher facilitation. Results demonstrated that teachers focused primarily on promoting children’s relationship skills and self-management skills in play, often through a supportive role. Descriptions of positive teacher facilitation of SEL skills within different types of play are outlined.

Authors

• Angela Pyle, University of Toronto - OISE

• E. Nicole Larsen, University of Toronto

• Marsha Claire Marzouca, University of Toronto

• Erica Paige Danniels, University of Toronto

• Raadiyah Nazeem, Institute of Child Study, University of Toronto