Social Emotional Learning Skills in Young Children: Relations of Teacher Behavior and Classroom Practices

• In Event: AERA Poster Session 7
  In Poster Session: Topics Affecting Early Childhood Teachers, Children, and Families (San Diego)

Abstract

This study aims to investigate teachers' knowledge, perceptions, and practices relating to Social and Emotional Learning (SEL) in early childhood classrooms. Thirty-two pre-K and kindergarten teachers completed an online questionnaire survey with an optional follow-up interview with the researchers. Eleven teachers participated in the post-survey interview. The findings from the survey and interview data show that while most teachers see the importance of SEL in the classroom, many feel underprepared when faced with challenging behaviors in their classroom. The findings of this study have important implications for early childhood practitioners and school administrators in helping to select and design in-service Professional Development opportunities centered around SEL.

Authors

• Hengameh Kermani, University of North Carolina - Wilmington

• Katelyn M Christine, University of North Carolina - Wilmington