Innovative Directions in Young Children’s Social and Emotional Learning: Casting a Wider and Deeper Net

Dear Colleagues,

Social and Emotional Learning (SEL) has emerged as a critical component in fostering lifelong well-being and success by equipping children with essential skills of self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. As early child care and education (ECCE) systems adapt to serve diverse populations and settings, the time is ripe to re-examine and advance early childhood SEL.

This Special Issue seeks to broaden and deepen the current understanding by showcasing contemporary challenges, elevating underrepresented perspectives, and exploring new directions across research, policy, and practice. We welcome submissions that:

• Challenge dominant SEL frameworks or propose alternative paradigms;
• Center the cultural assets and lived experiences of the Global Majority;
• Examine SEL implementation in diverse or disinvested ECCE settings;
• Connect research, practice, and policy to promote equitable and sustainable SEL.

We especially encourage work that:

• Explores SEL during transitions or challenging classroom moments;
• Highlights practices in family child care or infant–toddler care;
• Addresses SEL during crises (e.g., pandemics and conflict);
• Investigates culturally aligned or community-driven SEL;
• Examines the role of play and overlooked caregivers (e.g., grandparents and siblings);
• Provides system-level perspectives on sustaining SEL.

Early childhood refers to ages 0–8. Conceptual or theoretical papers—including commentaries and practitioner reflections—as well as empirical studies and brief reports are welcome.  Collaborative, community-engaged, and cross-sector submissions are strongly encouraged.

You may choose our Joint Special Issue in Children.

Dr. Chin Reyes
Dr. Craig S. Bailey
Dr. Nicola J. Yelland
Guest Editors

Manuscript Submission Information

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