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Exploring Preschool Teachers' Perspectives on Social and Emotional Learning in Early Childhood: A Qualitative Inquiry

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Title: Exploring Preschool Teachers' Perspectives on Social and Emotional Learning in Early Childhood: A Qualitative Inquiry
Language: English
Authors: Burcu Özdemir Beceren (ORCID 0000-0002-5564-4909), Ceren Baydemir (ORCID 0000-0003-3154-4089), Ceren Ari Arat (ORCID 0000-0002-5795-8901)
Source: Journal of Pedagogical Research. 2025 9(5):180-196.
Availability: Journal of Pedagogical Research. Duzce University, Faculty of Education, Konuralp Campus, 81620, Duzce, Turkey. e-mail: ijopr.editor@gmail.com; Web site: https://www.ijopr.com/
Peer Reviewed: Y
Page Count: 17
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Preschool Education
Descriptors: Foreign Countries, Preschool Teachers, Knowledge Level, Teacher Attitudes, Educational Practices, Social Emotional Learning, Communication Skills, Empathy, Peer Teaching
Geographic Terms: Turkey
ISSN: 2602-3717
Abstract: This study aimed to explore preschool teachers' knowledge, perceptions, and classroom practices regarding social-emotional learning in early childhood education settings. The study was designed as a qualitative research study with a phenomenological approach and focused on the lived experiences of 10 preschool teachers working with children aged 3-6 in Çanakkale. Participants were selected through purposive and maximum variation sampling. Data were collected using semi-structured interviews and demographic forms. The interview questions were developed based on a literature review and expert feedback. Data were analyzed using both inductive and deductive content analysis techniques. Themes and sub-themes were formed collaboratively by the researchers. The findings revealed that preschool teachers define SEL mainly through themes such as social-emotional skills, learning methods, and peer education. Communication and empathy were emphasized as key components of SEL. Teachers' responses focused on specific aspects such as social-emotional skills, peer education and learning methods, and reflected a limited understanding of the broader and complex nature of SEL. Play-based learning and learning through role models were the most frequently mentioned methods. Peer education was also identified as a valuable tool in promoting SEL. Teachers expressed the need for more support and training in implementing SEL effectively. Preschool teachers recognize the importance of SEL and apply a variety of strategies in their classrooms. However, their understanding and practices vary depending on their experience and training. This study highlights the need for structured SEL training programs to enhance teachers' skills and promote more consistent and effective SEL practices in early childhood education.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1489272
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Exploring Preschool Teachers' Perspectives on Social and Emotional Learning in Early Childhood: A Qualitative Inquiry
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  Data: <searchLink fieldCode="AR" term="%22Burcu+Özdemir+Beceren%22">Burcu Özdemir Beceren</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-5564-4909">0000-0002-5564-4909</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ceren+Baydemir%22">Ceren Baydemir</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-3154-4089">0000-0003-3154-4089</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ceren+Ari+Arat%22">Ceren Ari Arat</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-5795-8901">0000-0002-5795-8901</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Pedagogical+Research%22"><i>Journal of Pedagogical Research</i></searchLink>. 2025 9(5):180-196.
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  Data: Journal of Pedagogical Research. Duzce University, Faculty of Education, Konuralp Campus, 81620, Duzce, Turkey. e-mail: ijopr.editor@gmail.com; Web site: https://www.ijopr.com/
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  Data: 17
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Preschool+Education%22">Preschool Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Teachers%22">Preschool Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+Level%22">Knowledge Level</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Emotional+Learning%22">Social Emotional Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Communication+Skills%22">Communication Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Empathy%22">Empathy</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Teaching%22">Peer Teaching</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Turkey%22">Turkey</searchLink>
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  Data: 2602-3717
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study aimed to explore preschool teachers' knowledge, perceptions, and classroom practices regarding social-emotional learning in early childhood education settings. The study was designed as a qualitative research study with a phenomenological approach and focused on the lived experiences of 10 preschool teachers working with children aged 3-6 in Çanakkale. Participants were selected through purposive and maximum variation sampling. Data were collected using semi-structured interviews and demographic forms. The interview questions were developed based on a literature review and expert feedback. Data were analyzed using both inductive and deductive content analysis techniques. Themes and sub-themes were formed collaboratively by the researchers. The findings revealed that preschool teachers define SEL mainly through themes such as social-emotional skills, learning methods, and peer education. Communication and empathy were emphasized as key components of SEL. Teachers' responses focused on specific aspects such as social-emotional skills, peer education and learning methods, and reflected a limited understanding of the broader and complex nature of SEL. Play-based learning and learning through role models were the most frequently mentioned methods. Peer education was also identified as a valuable tool in promoting SEL. Teachers expressed the need for more support and training in implementing SEL effectively. Preschool teachers recognize the importance of SEL and apply a variety of strategies in their classrooms. However, their understanding and practices vary depending on their experience and training. This study highlights the need for structured SEL training programs to enhance teachers' skills and promote more consistent and effective SEL practices in early childhood education.
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  Data: EJ1489272
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
        StartPage: 180
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Preschool Teachers
        Type: general
      – SubjectFull: Knowledge Level
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Educational Practices
        Type: general
      – SubjectFull: Social Emotional Learning
        Type: general
      – SubjectFull: Communication Skills
        Type: general
      – SubjectFull: Empathy
        Type: general
      – SubjectFull: Peer Teaching
        Type: general
      – SubjectFull: Turkey
        Type: general
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      – TitleFull: Exploring Preschool Teachers' Perspectives on Social and Emotional Learning in Early Childhood: A Qualitative Inquiry
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            NameFull: Burcu Özdemir Beceren
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            NameFull: Ceren Baydemir
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            NameFull: Ceren Ari Arat
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              Type: published
              Y: 2025
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