TITLE:
Influence of Social Emotional Learning Curriculum on Preschoolers’ Mental Health in School-Setting: A Mixed-Methods Study
AUTHORS:
Peixin Kate Zhou
KEYWORDS:
Social-Emotional Learning, Social and Cognitive Development, Social Relationships, Pedagogy Interventions, Early Childhood Education, Health and Well-Being
JOURNAL NAME:
Psychology,
Vol.14 No.12,
December
19,
2023
ABSTRACT: Research has underscored the significance of social-emotional learning (SEL) on children’s
academic achievement and cognitive development. Yet, there remains a
significant gap concerning the influence of SEL programs on preschool children’s mental health and learning
motivation. Understanding young children’s attitudes and engagement
towards SEL programs can help us know how they perceive social relationships
and build social and emotional development at a young age. Therefore, this
study aims to use a mixed method approach to examine the efficacy of SEL
programs in promoting their mental health, and to measure children’s feelings
and willingness to participate in SEL activities and their attitudes toward
SEL-related scenarios. Quantitative findings revealed that preschool children
are more likely to participate in SEL activities, while qualitative results
found three main themes about their attitudes,
indicating a positive reception of SEL, and suggested a lasting improvement in preschooler’s mental
health and social relationships. Implications
are provided as follows.