Preschool teachers’ role in supporting young children’s Social and Emotional Learning (SEL)

Abstract

Social and Emotional Learning (SEL) has historically been marginalised within early childhood education, with greater emphasis placed on foundational academic competencies such as literacy and numeracy. However, a growing body of research has foregrounded the integral relationship between SEL and academic achievement, prompting renewed attention to SEL. The present study explored the role of preschool teachers in supporting the development of young children’s SEL. Situated within an interpretivist paradigm, the study adopted a qualitative multiple case study design. Data were generated through semi-structured interviews, classroom observations, and document analysis to generate an in-depth understanding of preschool teachers’ knowledge, beliefs, and practices related to SEL. The findings revealed that most preschool teachers possess a limited conceptual understanding of SEL, frequently relating it primarily to general prosocial behaviour rather than recognising its broader theoretical and multifaceted competencies. Furthermore, the presence of curriculum frameworks or programmes did not consistently translate into intentional or systematic SEL practice. The study also found that preschool teachers demonstrated limited conceptual knowledge and pedagogical capacity to effectively interpret and implement SEL within classroom contexts. Instructional approaches to SEL were largely incidental and reactive, rather than intentional and pedagogically structured. The findings also highlight limited theoretical grounding underpinning teachers’ practices, which further constrained their ability to implement effective SEL strategies. Importantly, the study identified ongoing, targeted professional development as a critical factor in enhancing preschool teachers’ conceptual understanding and pedagogical competence in SEL. In response to these findings, the study recommends the integration of SEL-focused modules in preservice teacher education, alongside ongoing in-service professional development initiatives that emphasise curriculum interpretation and the translation of the curriculum into pedagogical practice. These measures are essential for strengthening the preschool teachers’ capacity to implement intentional, coherent, and contextually responsive SEL practices in early childhood settings.