Exploring preschool teachers’ perspectives on social and emotional learning in early childhood: A qualitative inquiry

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dc.contributor.authorÖzdemir Beceren, Burcu
dc.contributor.authorBaydemir, Ceren
dc.contributor.authorAri-Arat, Ceren
dc.date.accessioned2026-02-28T12:09:11Z
dc.date.available2026-02-28T12:09:11Z
dc.date.issued2025
dc.departmentBayburt Üniversitesi
dc.description.abstractThis 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. © 2025, Duzce University, Faculty of Education. All rights reserved.
dc.identifier.doi10.33902/JPR.202534890
dc.identifier.endpage196
dc.identifier.issue5
dc.identifier.scopus2-s2.0-105024338778
dc.identifier.scopusqualityQ3
dc.identifier.startpage180
dc.identifier.urihttps://doi.org/10.33902/JPR.202534890
dc.identifier.urihttps://hdl.handle.net/20.500.12403/5851
dc.identifier.volume9
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherDuzce University, Faculty of Education
dc.relation.ispartofJournal of Pedagogical Research
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_Scopus_20260218
dc.subjectEarly childhood education
dc.subjectEarly childhood teachers
dc.subjectPreschool
dc.subjectSocial emotional learning
dc.titleExploring preschool teachers’ perspectives on social and emotional learning in early childhood: A qualitative inquiry
dc.typeArticle

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