Research Paper
Year: 2020 | Month: October | Volume: 7 | Issue: 10 | Pages: 238-246
Teachers’ Perspectives of the Implementation of Social Emotional Learning in Early Childhood Centers in Shanghai, China
Ye Wen Ling1, Gurnam Kaur Sidhu2
1Masters-Student, 2Professor,.
Faculty of Education, SEGI University, Malaysia
Corresponding Author: Ye Wen Ling
ABSTRACT
Many early childhood teachers understand the importance of social emotional competency in influencing adjustment and the well-being of the children. However, the readiness of these teachers to integrate and practice social emotional learning is questionable. Therefore, this study examined teachers' perspectives of the implementation of SEL in selected childhood centres in Shanghai, China. A descriptive survey design was adopted for the study. The study was guided by two specific research objectives. The population for the study was 375 kindergarten teachers randomly drawn from the list of schools that agreed to participate in the study. A structured questionnaire was used as an instrument for data collection. Data collected were analyzed using descriptive statistic such as mean and standard deviation, and inferential statistic such as t-test and ANOVA. The findings of the study among others showed that the implementation of SEL was between the moderate and low level with significant differences based on school type. Therefore, it was recommended that the Ministry of Education should enact and enforce policies that will enhance the implementation of SEL in early childhood centres.
Keywords: Social Emotional Learning (SEL), Early Childhood Education (ECE), Implementation of SEL, Aspects of SEL, Implementation of SEL
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