Bibliographic details and abstracts are available to all. Downloads of full-text dissertations are restricted to University of Portsmouth members who must login. MPhils may be accessed by all.

Abstract

This literature review explores the value Social and Emotional Learning (SEL) strategies, indicating that children with high levels of wellbeing demonstrate better social, emotional and academic outcomes. SEL interventions can show positive results for children, with early intervention being identified as ideal for reducing long-term suffering by identifying and addressing issues before they take root. There is analysis of strategies which have been implemented in childcare settings, including the Zippy’s Friends and Social Emotional Aspects of Learning (SEAL) programmes, to summarise the key elements of any effective SEL programme. Bronfenbrenner’s (1979) bioecological model is used to guide the discussion, contextualising the findings within the systems, with particular focus on the macrosystem and how policy influences children’s wellbeing indirectly through the schoolification of the early years. The research culminates with recommendations for policy and practice, including integrating SEL into the curriculum, as one strand of a multiagency approach to promote social, political and economic equality.

Course: Early Childhood Studies with Psychology - BA (HONS) - C401S

Date Deposited: 2022-04-08

URI/permalink: https://library.port.ac.uk/dissert/dis13881.html