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Enhancing Preschool Teachers' Capacity to Support Children's Social Emotional Learning in Turkey.

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Title: Enhancing Preschool Teachers' Capacity to Support Children's Social Emotional Learning in Turkey.
Authors: Özen Uyar, Rabia1 (AUTHOR) rabiaozenuyar@gmail.com, Aslan, Durmuş2 (AUTHOR), Aktaş Arnas, Yaşare3 (AUTHOR)
Source: Journal of Research in Childhood Education. 2026, Vol. 40 Issue 3, p695-718. 24p.
Subject Terms: *Social emotional learning, *Teacher development, *Early childhood education, *Educational coaching, *Preschool teachers, *Educational programs
Geographic Terms: Türkiye
Abstract: Early childhood teachers are critical in implementing social and emotional learning (SEL) while working with young learners. This qualitative study examined preschool teachers' experiences in Turkey regarding their involvement in a SEL intervention. Four preschool teachers attended teacher workshops and received coaching support through the REACH program to improve children's social-emotional development. Data were collected through in-depth interviews, classroom observations, and documents, including teachers' reflective journals and implementor's research journal. Thematic analysis was used to identify common themes in the data and four main themes emerged: (1) benefits to teachers, (2) benefits to children, (3) facilitators of implementation, and (4) barriers to implementation. The results underscore the importance of providing professional development support to increase teachers' capacity to support children's SEL. The findings suggest that providing coaching support may be a focus area for effective SEL implementation. Furthermore, results highlight that culturally adapted SEL programs are necessary for successful implementation. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Research in Childhood Education is the property of Taylor & Francis Ltd 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: Enhancing Preschool Teachers' Capacity to Support Children's Social Emotional Learning in Turkey.
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Research+in+Childhood+Education%22">Journal of Research in Childhood Education</searchLink>. 2026, Vol. 40 Issue 3, p695-718. 24p.
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  Data: *<searchLink fieldCode="DE" term="%22Social+emotional+learning%22">Social emotional learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+development%22">Teacher development</searchLink><br />*<searchLink fieldCode="DE" term="%22Early+childhood+education%22">Early childhood education</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+coaching%22">Educational coaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Preschool+teachers%22">Preschool teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+programs%22">Educational programs</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Türkiye%22">Türkiye</searchLink>
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  Data: Early childhood teachers are critical in implementing social and emotional learning (SEL) while working with young learners. This qualitative study examined preschool teachers' experiences in Turkey regarding their involvement in a SEL intervention. Four preschool teachers attended teacher workshops and received coaching support through the REACH program to improve children's social-emotional development. Data were collected through in-depth interviews, classroom observations, and documents, including teachers' reflective journals and implementor's research journal. Thematic analysis was used to identify common themes in the data and four main themes emerged: (1) benefits to teachers, (2) benefits to children, (3) facilitators of implementation, and (4) barriers to implementation. The results underscore the importance of providing professional development support to increase teachers' capacity to support children's SEL. The findings suggest that providing coaching support may be a focus area for effective SEL implementation. Furthermore, results highlight that culturally adapted SEL programs are necessary for successful implementation. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Research in Childhood Education is the property of Taylor & Francis Ltd 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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RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/02568543.2025.2478126
    Languages:
      – Code: eng
        Text: English
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        PageCount: 24
        StartPage: 695
    Subjects:
      – SubjectFull: Social emotional learning
        Type: general
      – SubjectFull: Teacher development
        Type: general
      – SubjectFull: Early childhood education
        Type: general
      – SubjectFull: Educational coaching
        Type: general
      – SubjectFull: Preschool teachers
        Type: general
      – SubjectFull: Educational programs
        Type: general
      – SubjectFull: Türkiye
        Type: general
    Titles:
      – TitleFull: Enhancing Preschool Teachers' Capacity to Support Children's Social Emotional Learning in Turkey.
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            NameFull: Özen Uyar, Rabia
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          Name:
            NameFull: Aslan, Durmuş
      – PersonEntity:
          Name:
            NameFull: Aktaş Arnas, Yaşare
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          Dates:
            – D: 01
              M: 07
              Text: 2026
              Type: published
              Y: 2026
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            – TitleFull: Journal of Research in Childhood Education
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