An intervention program to enhance social and emotional competencies in pre-service early childhood education teachers

Abstract

Early childhood is a crucial period for the development of social and emotional competencies. Researchers point out that teachers need to have a high level of social and emotional competencies to enhance these competencies in their students but the number of programs to promote these competencies in pre-service teachers is small. The objective of this study was to design, conduct and evaluate an intervention to promote social and emotional competencies in pre-service early childhood education teachers. The study used a non-randomized pre-test, post-test intervention-control design. The intervention included competencies such as emotional awareness and understanding, emotional management, social competence and responsible decision making. Results showed that the level of social and emotional competencies increased after the program, although statistically significant differences between the intervention and control group were found only in some dimensions. It is recommended to include similar programs in pre-service and in-service teacher education in general.

Programas de intervención docente en competencias socioemocionales: una revisión sistemática de la literatura

“…Los estudios seleccionados a partir de la RSL presentan en sus resultados mejoras significativas en las variables de CSE entrenadas. Se logró evidenciar una mejora en variables relacionadas con la emocionalidad, la satisfacción, inteligencia emocional, empatía, eficacia de la enseñanza y bienestar de los docentes, tal como lo evidencian otras investigaciones (Conroy et al, 2019;Jennings et al, 2019;Knigge et al, 2019;Zych & Llorent, 2020). Estos resultados sugieren la relevancia que tiene el desarrollo de CSE en los docentes, ya sea, en su formación inicial incorporando asignaturas que desarrollen CSE y que abarquen todo su periodo de formación, o en la formación continua desarrollando programas que apunten al entrenamiento o aprendizaje de estas competencias (Lozano et al, 2021).…”

“…Las competencias sociales y emocionales del profesorado son un factor clave para el logro de procesos de enseñanza y aprendizaje efectivos, dado que permite a los docentes gestionar las necesidades de comportamiento de los estudiantes, establecer relaciones bidireccionales de respeto con el estudiantado, gestionar eficazmente las aulas, y modelar estas habilidades. Existe consenso en afirmar que un mayor conocimiento sobre las competencias socioemocionales (en adelante CSE) por parte del profesorado promueve el desarrollo social y emocional en sus estudiantes, facilitando entornos de apoyo en el aula y diseñando una enseñanza que promueva el aprendizaje socioemocional (Arens & Morin, 2016;Barrientos-Fernández et al, 2020;Poulou, 2018;Zych & Llorent, 2020). Además, CSE se asocian a investigaciones de salud mental del profesorado y reducción del agotamiento de los mismos (Karimzadeh, Goodarzi, & Rezaei, 2012;Serrano-Díaz et al, 2017;Whitehead & Sauve, 2018).…”

Bibliometric Analysis: Management in Early Childhood Education

“…In the red clusters or the largest the research focus is "early childhood" and "teachers training". Early childhood is a critical time to promote physical activity (O'Dwyer et al, 2013), the development of social and emotional competence (Zych & Llorent, 2020). In the management of early childhood education, teacher training is also very necessary, how to love their work, be liked by students/favorites for their students, liked by parents of students.…”

Social and emotional learning in education and care policy in Croatia

“…Regarding the teachers, while the impact of SEL programs of students has been well documented, little attention has been put on the impact of SEL in enhancing teachers' social and emotional skills [46]. During the university education future teacher received little training on how to promote social and emotional education [47] although it's known: "To reach the students, teach the teachers" [8, 48,49]. The studies have also documented that principals with social and emotional skills and strong emotional well-being exhibit effective leadership, develop healthy relationships, and establish family and community partnerships that facilitate effective school-wide SEL implementation [50,51].…”