“It’s Embedded in What We Do for Every Child”: A Qualitative Exploration of Early Childhood Educators’ Perspectives on Supporting Children’s Social and Emotional Learning
Abstract
:1. Introduction
1.1. The Australian Context
1.2. The Present Study
2. Materials and Methods
2.1. Participants
2.2. Interviews and Focus Group Discussions
2.3. Analysis
3. Results
3.1. Educator Knowledge
Really for me social and emotional development is the most important thing to focus on for young children, I think all of the academic stuff will come if they have the right sort of social and emotional development [E08]
It’s talking amongst our peers too, and observing, and learning as you go along with the children [FG5]
I think a curriculum would be a great thing, because then you could be quite sure what all children are getting…. all the children would have the same foundation [E08]
I would say it’s possibly the forgotten area a little bit. I think there’s a big focus on literacy, a big focus on numeracy, STEM is the big buzz word at the moment, that everybody is focusing on, which is fantastic but as these things come into fashion, some of the other things fall off a bit and I think because social and emotional [development] is different, I don’t think there is a one size fits all…… just from an intentional teaching perspective, I think it’s something we could definitely do some more work on [E14]
3.2. Mobilising Knowledge—SEL Is Embedded within Interactions
3.2.1. Educator–Child Relationship
I think it’s just really being available to the children, so really being in tune with them, to their emotions and being emotionally available yourself so that you can respond to children appropriately, you know you can support them through managing their emotions appropriately [P03]
3.2.2. Supporting SEL through Everyday Interactions
Supporting children with social and emotional [development] shouldn’t sit separate to what we do every day with every child…it’s embedded in what we do for every child [P01]
We label the emotion, “I can see you’re really angry that your friend walked away from you, and I can see that made you upset, let’s try and solve the problem together” and getting in the moment rather than teaching on the mat [FG5]
Children are quite egocentric and our role is to get them to start thinking about how our behaviours and actions can affect other people as well [E14]
3.2.3. Physical Environment Supports SEL
I think everything in a kindergarten setting is set up to help children socially and emotionally, from the types of play spaces that are provided, they’re active, there are quiet play spaces, there’s play spaces for one child, there’s places for four children, everything in the room is set up to help them engage socially in their environment and with the people around them [FG4]
3.2.4. Working with Caregivers
3.3. Barriers—Capacity and Capability
And a lot of families they don’t get it, that social and emotional is so important for school [it’s language and literacy] that if they’re not coping and they’re not managing at school just with their emotions and socially, they’re not going to be happy therefore they’re not going to learn and they don’t understand that [they don’t make that connection] [FG4]
Sometimes it’s hard to have that initial conversation with the parent, so you just have to know and understand what the family structure is about because you can’t sort of go in and go “your child’s got…”, you have be quite tactful [respectful]…One of the children in my room, it took me 12 months to have that conversation because it was never ever the right time and then one time it happened and I was there ready to go, you know [FG5]
…you know every couple of years there’s a revolution in childcare, everyone’s got a new idea and everyone’s got to implement the new idea and then you go back to 10 years ago, and go this worked then [FG4]
Educators can’t pick up a journal and see that example, a really well targeted description of what capabilities in SE look like, progression low to high, what effective pedagogy looks like, what effective measurement and clinical practice looks like [P10]
3.4. Strengthening Educator Skill—Building Knowledge through Practical Strategies
It needs to be something that’s easy to implement, that’s quickly accessible, that you can put into your program without having to think too much about it, so it naturally fits in, it links it with everything that’s already existing, it links with the NQS, it links with the EYLF, it links with all those things, but it’s not something else to learn, we don’t have to go oh my gosh, it’s another box we have to tick, it’s another thing we have to meet, it’s another criteria that has to be acknowledged in the program and then adding to it, it would be nice if it just fit nicely into the social and emotional area in everything [FG4]
Educators always want practical stuff. Tell me how to do it, they like to have the information, but then give me the strategies, what do I have to do? So, practical stuff is really important, whether that’s conversation starters, actual sentences that you can use with children to support that, and I think video can be useful as well, just seeing how an educator does approach that kind of development in action is often, I think useful as well [E14]
4. Discussion
5. Study Limitations
6. Conclusions
Supplementary Materials
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
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N | % | |
---|---|---|
All Participants | ||
Gender | ||
Female | 29 | 96.7 |
Male | 1 | 3.3 |
Role | ||
Early Years Educator | 20 | 66.7 |
ECEC Manager, Executive or Advisor | 5 | 16.7 |
Academic Researcher | 3 | 10.0 |
Program Manager | 2 | 6.7 |
Early Years Educators | ||
Age (years) | ||
25–29 | 1 | 5.0 |
30–39 | 6 | 30.0 |
40–49 | 7 | 35.0 |
50–59 | 3 | 15.0 |
60+ | 3 | 15.0 |
Qualification | ||
Masters | 1 | 5.0 |
Bachelor | 4 | 20.0 |
Graduate Diploma | 1 | 5.0 |
Advanced Diploma | 1 | 5.0 |
Diploma | 10 | 50.0 |
Certificate III | 3 | 15.0 |
Experience in ECEC Sector (years) | ||
0–5 | 1 | 5.0 |
6–10 | 7 | 35.0 |
11–20 | 6 | 30.0 |
21–30 | 3 | 15.0 |
31–35 | 3 | 15.0 |
Employment | ||
Full Time | 9 | 45.0 |
Part Time | 11 | 55.0 |
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Blewitt, C.; O’Connor, A.; Morris, H.; Nolan, A.; Mousa, A.; Green, R.; Ifanti, A.; Jackson, K.; Skouteris, H. “It’s Embedded in What We Do for Every Child”: A Qualitative Exploration of Early Childhood Educators’ Perspectives on Supporting Children’s Social and Emotional Learning. Int. J. Environ. Res. Public Health 2021, 18, 1530. https://doi.org/10.3390/ijerph18041530
Blewitt C, O’Connor A, Morris H, Nolan A, Mousa A, Green R, Ifanti A, Jackson K, Skouteris H. “It’s Embedded in What We Do for Every Child”: A Qualitative Exploration of Early Childhood Educators’ Perspectives on Supporting Children’s Social and Emotional Learning. International Journal of Environmental Research and Public Health. 2021; 18(4):1530. https://doi.org/10.3390/ijerph18041530
Chicago/Turabian StyleBlewitt, Claire, Amanda O’Connor, Heather Morris, Andrea Nolan, Aya Mousa, Rachael Green, Amalia Ifanti, Kylie Jackson, and Helen Skouteris. 2021. "“It’s Embedded in What We Do for Every Child”: A Qualitative Exploration of Early Childhood Educators’ Perspectives on Supporting Children’s Social and Emotional Learning" International Journal of Environmental Research and Public Health 18, no. 4: 1530. https://doi.org/10.3390/ijerph18041530