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首页> 外文期刊>Current Organic Synthesis >Do Curriculum-Based Social and Emotional Learning Programs in Early Childhood Education and Care Strengthen Teacher Outcomes? A Systematic Literature Review
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Do Curriculum-Based Social and Emotional Learning Programs in Early Childhood Education and Care Strengthen Teacher Outcomes? A Systematic Literature Review

机译：课程的社会和情感学习课程在幼儿教育和护理中加强了教师结果吗？ 系统文献综述

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摘要

There is growing awareness of the benefits of curriculum-based social and emotional learning (SEL) programs in Early Childhood Education and Care settings for children's social, emotional, and cognitive development. While many SEL programs aim to strengthen teachers' capacity and capability to foster children's social and emotional skills, research effort has focused on understanding the impact on child outcomes, with less emphasis on improvement in teaching quality. This systematic literature review examined the effectiveness of universal curriculum-based SEL programs on teacher outcomes. Fifteen studies met inclusion criteria, capturing ten distinct SEL interventions. The findings suggest SEL programs may strengthen teaching quality, particularly the provision of responsive and nurturing teacher-child interactions and effective classroom management. Data were insufficient to ascertain whether participation improved teachers' knowledge, self-efficacy, or social-emotional wellbeing. The potential pathways between SEL intervention, teaching quality and children's developmental outcomes are discussed.
机译：课程为基于课程的社会和情感学习（SEL）计划在儿童社会，情感和认知发展中的幼儿教育和护理环境中的益处越来越意识到。虽然许多SEL计划的目标是加强教师的能力和能力，以促进儿童的社会和情感技能，研究努力集中在了解对儿童成果的影响，不太重视教学质量的改善。该系统文献综述审查了普遍课程的SEL计划对教师结果的有效性。十五次研究符合纳入标准，捕获十个不同的SEL干预措施。调查结果表明，SEL计划可以加强教学质量，特别是提供响应和培育教师儿童互动和有效课堂管理的提供。数据不足以确定参与是否改善了教师的知识，自我效能，或社会情绪健康。讨论了SEL干预，教学质量和儿童发展成果之间的潜在途径。

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