An Integrated Approach to Social and Emotional Teaching (SET): A Qualitative Study of the Beliefs and Practices of Preschool Teachers in the United States

Abstract

AbstractGiven that social and emotional learning (SEL) is critical for children’s current development and future success, effective teaching can enhance this process. This qualitative study investigated which competencies were prioritized most frequently in social and emotional teaching (SET), why, and how. Data collection included: (1) observations of three preschool teachers’ SET in their interactions with children over six days during typically occurring indoor and outdoor activities at a Reggio-inspired childcare center in the United States; and (2) individual interviews with these teachers. The research team coded 75 critical instances of SET for evidence of CASEL’s five social and emotional competencies (Self-Awareness, Self-Management, Social Awareness, Relationship Skills, and Responsible Decision-Making). Additionally, these instances were analyzed according to (Ng and Bull, International Journal of Early Childhood 50:335–352, 2018) four teaching strategies (setting a positive tone, suggestion of solutions, task allocation, and extension). The findings reveal that the teachers: (1) intentionally modeled and taught Relationship Skills most frequently; (2) demonstrated the congruence between beliefs about SEL and practices of SET, especially in relationship skills as promoted in a Reggio-inspired context, and (3) applied an integrated approach to SET by setting a positive tone in all activities, with the most frequent instances occurring during circle time, followed by center/play time, and then mealtime.