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Exploring the Impact of Preservice Teachers' Knowledge and Attitudes Toward Social and Emotional Learning (SEL) through Children's Literature.

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Title: Exploring the Impact of Preservice Teachers' Knowledge and Attitudes Toward Social and Emotional Learning (SEL) through Children's Literature.
Authors: Arda Tuncdemir, Tugce B.1 (AUTHOR) tba113@psu.edu, Napoli, Mary1 (AUTHOR)
Source: Early Childhood Education Journal. Dec2025, Vol. 53 Issue 8, p2921-2932. 12p.
Subject Terms: *Social emotional learning, *Teacher training, *Early childhood education, *Elementary education, *Student teachers, *Children's literature, Social skills
Abstract: This study explores the impact of integrating social-emotional learning (SEL) into teacher training programs through children's literature on the knowledge and attitudes of preservice teachers towards SEL. The research involved creating SEL-themed tote bags, developing lesson plans, and participating in an SEL book reading session to prepare future PreK-4 teachers to nurture essential SEL competencies for academic success. The research used convenience sampling to select undergraduate students in Early Childhood and Elementary Education courses for interviews. The findings provide valuable insights into how preservice teachers' knowledge and attitudes shift towards the implementation of SEL activities in their future classrooms. [ABSTRACT FROM AUTHOR]
Copyright of Early Childhood Education Journal is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Exploring the Impact of Preservice Teachers' Knowledge and Attitudes Toward Social and Emotional Learning (SEL) through Children's Literature.
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  Data: <searchLink fieldCode="JN" term="%22Early+Childhood+Education+Journal%22">Early Childhood Education Journal</searchLink>. Dec2025, Vol. 53 Issue 8, p2921-2932. 12p.
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  Data: *<searchLink fieldCode="DE" term="%22Social+emotional+learning%22">Social emotional learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+training%22">Teacher training</searchLink><br />*<searchLink fieldCode="DE" term="%22Early+childhood+education%22">Early childhood education</searchLink><br />*<searchLink fieldCode="DE" term="%22Elementary+education%22">Elementary education</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+teachers%22">Student teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Children's+literature%22">Children's literature</searchLink><br /><searchLink fieldCode="DE" term="%22Social+skills%22">Social skills</searchLink>
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  Data: This study explores the impact of integrating social-emotional learning (SEL) into teacher training programs through children's literature on the knowledge and attitudes of preservice teachers towards SEL. The research involved creating SEL-themed tote bags, developing lesson plans, and participating in an SEL book reading session to prepare future PreK-4 teachers to nurture essential SEL competencies for academic success. The research used convenience sampling to select undergraduate students in Early Childhood and Elementary Education courses for interviews. The findings provide valuable insights into how preservice teachers' knowledge and attitudes shift towards the implementation of SEL activities in their future classrooms. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Early Childhood Education Journal is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1007/s10643-024-01758-x
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        Text: English
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        Type: general
      – SubjectFull: Teacher training
        Type: general
      – SubjectFull: Early childhood education
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      – SubjectFull: Elementary education
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              Text: Dec2025
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