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Volume 17
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10.3390/ijerph17031049
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Review

Do Curriculum-Based Social and Emotional Learning Programs in Early Childhood Education and Care Strengthen Teacher Outcomes? A Systematic Literature Review

by
Claire Blewitt
1,
Amanda O’Connor
1,
Heather Morris
1,
Aya Mousa
1,
Heidi Bergmeier
1,
Andrea Nolan
2,
Kylie Jackson
3,
Helen Barrett
3 and
Helen Skouteris
1,4,*
1
Monash Centre for Health Research and Implementation, Monash University, Melbourne, VIC 3168, Australia
2
School of Education, Faculty of Arts and Education, Deakin University, Geelong, VIC 3220, Australia
3
Bestchance Child Family Care, Melbourne, VIC 3150, Australia
4
Warwick Business School, Warwick University, Coventry CV4 7AL, UK
*
Author to whom correspondence should be addressed.
Int. J. Environ. Res. Public Health 2020, 17(3), 1049; https://doi.org/10.3390/ijerph17031049
Received: 2 December 2019 / Revised: 20 January 2020 / Accepted: 1 February 2020 / Published: 7 February 2020
(This article belongs to the Special Issue Current Trends in Health and Disease)
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Abstract

There is growing awareness of the benefits of curriculum-based social and emotional learning (SEL) programs in Early Childhood Education and Care settings for children’s social, emotional, and cognitive development. While many SEL programs aim to strengthen teachers’ capacity and capability to foster children’s social and emotional skills, research effort has focused on understanding the impact on child outcomes, with less emphasis on improvement in teaching quality. This systematic literature review examined the effectiveness of universal curriculum-based SEL programs on teacher outcomes. Fifteen studies met inclusion criteria, capturing ten distinct SEL interventions. The findings suggest SEL programs may strengthen teaching quality, particularly the provision of responsive and nurturing teacher-child interactions and effective classroom management. Data were insufficient to ascertain whether participation improved teachers’ knowledge, self-efficacy, or social-emotional wellbeing. The potential pathways between SEL intervention, teaching quality and children’s developmental outcomes are discussed. View Full-Text
Keywords: preschool; kindergarten; social and emotional learning; social and emotional development; teaching quality; teacher-child interaction; pedagogy preschool; kindergarten; social and emotional learning; social and emotional development; teaching quality; teacher-child interaction; pedagogy
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MDPI and ACS Style

Blewitt, C.; O’Connor, A.; Morris, H.; Mousa, A.; Bergmeier, H.; Nolan, A.; Jackson, K.; Barrett, H.; Skouteris, H. Do Curriculum-Based Social and Emotional Learning Programs in Early Childhood Education and Care Strengthen Teacher Outcomes? A Systematic Literature Review. Int. J. Environ. Res. Public Health 2020, 17, 1049. https://doi.org/10.3390/ijerph17031049

AMA Style

Blewitt C, O’Connor A, Morris H, Mousa A, Bergmeier H, Nolan A, Jackson K, Barrett H, Skouteris H. Do Curriculum-Based Social and Emotional Learning Programs in Early Childhood Education and Care Strengthen Teacher Outcomes? A Systematic Literature Review. International Journal of Environmental Research and Public Health. 2020; 17(3):1049. https://doi.org/10.3390/ijerph17031049

Chicago/Turabian Style

Blewitt, Claire, Amanda O’Connor, Heather Morris, Aya Mousa, Heidi Bergmeier, Andrea Nolan, Kylie Jackson, Helen Barrett, and Helen Skouteris. 2020. "Do Curriculum-Based Social and Emotional Learning Programs in Early Childhood Education and Care Strengthen Teacher Outcomes? A Systematic Literature Review" International Journal of Environmental Research and Public Health 17, no. 3: 1049. https://doi.org/10.3390/ijerph17031049

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