Social and Emotional Competence

A Key to Children’s Well-Being

Abstract

This paper discusses a study conducted in five preschools within one municipality. The study examined how preschool teachers developed strategies to support children’s social and emotional learning (SEL) through play and daily activities, fostering their friendships and interactions. Social and emotional competence is crucial in preschool education, forming the foundation for further learning and participation in democratic society. The study is based on focus group discussions with preschool directors.

The concept of children’s social and emotional competence is multifaceted. It encompasses social skills, emotional regulation, behaviour, and self-control. Halle and Darling-Churchill (2016) describe social and emotional competence as skills related to social interaction, emotional regulation, behaviour, and self-control. Other researchers have highlighted the ability to engage in positive interactions with adults and peers, form close and lasting social bonds, show resilience, and manage emotions (Blewitt et al., 2021; McLaughlin et al., 2017).

Preschool educators play a critical role in fostering children’s social and emotional competence. Positive interactions between children and educators are foundational to children’s well-being and SEL. Research shows that children’s ability to form and maintain friendships with peers contributes significantly to their social and emotional competence. Preschool educators must support and guide these interactions, ensuring children develop the necessary skills for positive social engagement (Blewitt et al., 2021; Rosenthal og Gatt, 2010).

The preschool environment, including its physical space and materials, significantly influences children’s learning and interactions. An environment designed to meet children’s interests and needs supports their sense of belonging and creates opportunities for SEL. Educators must work collaboratively with children to create an environment that encourages social participation (Moore & Lynch, 2018; Tamblyn et al., 2023).

The preschools participated in a developmental project for one year. Focus group interviews were conducted with the preschool directors at the beginning and the end of the project. The findings were categorised into themes related to SEL support: (1) space and organisation, (2) play, (3) structured activities and learning materials, and (4) parental collaboration.

Initially, the participants emphasised the role of preschool staff in supporting children’s SEL. They highlighted the need for support to be child-centred, focusing on the child’s well-being and creating space for small group play. Staff needed to be present during play, providing guidance and support. However, there were challenges because of the demanding nature of their roles.

Participants also discussed the importance of having clear values and guidelines to support SEL. Creating a unified approach within the preschool community was seen as crucial for effective SEL support. They also stressed the importance of being positive role models, demonstrating attentive listening, and emotional regulation, and discussing friendships with children.

Throughout the period, preschool staff worked to support children’s SEL in various ways. The preschool directors discussed how the preschools aligned around common values and guidelines, improving staff confidence in supporting children’s behaviour and interactions. Structured activities and learning materials were used more effectively, particularly in preschools facing staff shortages. These tools provided a common framework for supporting children’s SEL and ensured consistency in approach.

The findings highlight the significance of preschool educators’ roles in supporting children’s social and emotional development. The directors emphasised the importance of being present during play to actively observe and support children’s interactions and resolve conflicts. Despite the directors’ awareness of the importance of play as a learning method, there often seemed to be a lack of necessary knowledge and resources within the preschools to fully utilise it.

The study identified several challenges, including staff shortages, high staff turnover, and limited time due to work hour adjustments. These factors hindered the ability to work as systematically on the project as desired. Additionally, there was a need for more extensive training and understanding of the importance and application of play documentation to support SEL.

The findings highlighted the importance of developing and implementing effective strategies to support children’s SEL in preschools. Regular discussions and clear guidelines helped create a cohesive approach among staff, enhancing their confidence and effectiveness. Relationship assessments and solution-focused team meetings proved valuable for addressing SEL challenges

Despite these advancements, the study revealed a gap in the primary goal of the project, effectively supporting children’s SEL through play. Future efforts should focus on comprehensive training and discussions within preschools about effective methods for supporting SEL through play. Staff must be trained to document SEL opportunities during play and to intervene appropriately to support children’s development.

The study also emphasised the role of the preschool environment in shaping children’s SEL. The preschool staff made various changes in the preschool space to create favourable conditions for SEL. Additionally, the study increased staff awareness of the importance of parental collaboration, with plans to enhance parental involvement in supporting children’s SEL.

In conclusion, continued research and developmental projects are necessary to equip preschool staff with the knowledge and resources needed to effectively support children’s SEL. This equipping includes ongoing professional development, improved documentation practices, and strengthened collaboration with parents to ensure a holistic approach to children’s well-being and development