Early Childhood Teachers' Perspectives on Social-Emotional Competence and Learning in Urban Classrooms

ABSTRACT

The promotion of social-emotional competence and implementation of social-emotional learning programs have increased substantially in schools; however, little is known about teachers' perceptions of such programs. This qualitative study explored early childhood (3 to 8 years old) teachers' perceptions of classroom-based social-emotional learning programs for young, urban-dwelling children. A focus of the study included learning what teachers believe were the critical components and challenges of such programs. Five themes emerged from the content analysis: responsibility, curricula/program design, contextual relevance, support, and barriers. The findings from this study are discussed with regard to educational policy implications about social-emotional learning curricula and programs, especially those implemented in urban schools.

KEYWORDS:

• Classroom-based programs
• qualitative
• social-emotional competence
• social-emotional learning
• teacher perceptions

Acknowledgments

Data collection occurred while the Marisha L. Humphries was at the University of Chicago. The authors wish to thank the teachers who participated in this study. The authors are grateful to Kate Keenan, and to Andrea Brown, Maribel Nieves, and Esther Young for their help with recruitment.

Additional information

Funding

Funding for this study was provided to the Marisha L. Humphries by the National Institute of Mental Health (3R01MH062437-02S1 Minority Supplement), although the authors alone are responsible for the findings and interpretations presented herein.