Promoting Social Emotional Learning through Shared Book Reading: Examining Teacher’s Strategies and Children’s Responses in Kindergarten Classrooms

Abstract

ABSTRACT Research Findings: Early childhood educators play an important role in promoting children’s social emotional learning (SEL). This study proposes a comprehensive coding scheme to explore teachers’ strategies and children’s responses in shared book reading (SBR), which create opportunities to share pictures and storylines to examine social circumstances and emotional situations. Drawing on videotaped observations of nineteen classrooms from a larger study in Singapore, SEL-related interactions consisted of illustrations or discussions with indicators from the five SEL areas outlined in the national curriculum. Results revealed that teachers’ support for SEL occurred more frequently when facilitating interpersonal learning over intrapersonal learning, while children’s responses accorded with the types of teachers’ input. In response to teachers’ strategies within the intrapersonal dimension, children provided responses to teachers’ prompts for identifying self-abilities and preferences most frequently. Within the interpersonal dimension, children provided responses to teachers’ prompts for labelling others’ emotions most frequently. Practice or Policy: Our findings demonstrate that SBR can be useful in promoting SEL even without books that explicitly convey skills and messages relating to SEL. The results imply that teachers should increase their input on facilitating intrapersonal learning topromote children’s balanced development in the understanding of themselves and others.