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The Implementation and Impact of Social-Emotional Learning (SEL) Programs in Early Childhood Education Curriculum Design
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- Author(s) / Creator(s)
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Social-emotional learning (SEL) has emerged as a transformative force in early childhood education, providing a structured framework that bridges cognitive development with emotional and interpersonal skill-building (Denham, 2006; Durlak et al., 2011; Oberle & Schonert-Reichl, 2017). A growing body of research confirms that SEL enhances children’s self-regulation, empathy, prosocial behavior, and academic performance, underscoring its centrality to holistic education (Blewitt et al., 2018; Jones & Kahn, 2017). Guided by Lewin’s Change Management Model, this critical literature review synthesizes theoretical, empirical, and cross-cultural research to examine effective SEL integration strategies, implementation challenges, and the systemic reforms necessary for sustainable SEL adoption. Findings underscore SEL’s potential to enhance emotional regulation, academic outcomes, and social competence, while systemic barriers such as structural barriers, resource constraints, limited teacher training, and cultural resistance complicate its adoption. Case studies from Canada, South Africa, and New Zealand illustrate that SEL implementation must be culturally responsive, context-specific, and equity-focused, addressing linguistic, racial, and socio-economic disparities in access and outcomes. The analysis emphasizes leadership’s role in driving sustainable integration through policy alignment, sustained professional development, culturally responsive pedagogy, and community engagement. By framing SEL as a systemic organizational change, this review contributes to ongoing debates on holistic education, decolonizing curriculum, and equitable pedagogy, offering actionable recommendations for educators, policymakers, and researchers.
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- Date created
- 2025-01-01
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- Type of Item
- Research Material