Social and emotional skills development in Early Childhood Education

Topic(s) addressed

This project focused on social and emotional learning and promoting a positive school climate.

Target group(s)

The target group included preschool and primary school teachers, school guidance services, administrators, and students.

Methodologies

The project aimed to increase children's SEL skills with a multidisciplinary approach based on drama, children's books, and games. These methods were selected to address SEL problems experienced during the implementation process. Educators had the opportunity to combine theory and practice in collaboration with other colleagues by improving their knowledge and skills in the field of drama. The preparation of a practical and enriched programme for parents and children that can be implemented by all countries shows the inclusive and innovative aspect of the project.

Innovation environment

Teachers were provided with multifaceted support, including assistance with the organisation of the classroom, the selection of quality children's books, the implementation of play and drama activities, and the preparation of activities that involved families. These measures were taken to ensure a positive school climate. During the enrolment period, innovative practices were presented to parents to prepare them for participation. The children's books used in the activities were provided to school libraries, allowing all teachers to implement this, ensuring the sustainability of the project.   

Teachers’ role

Teachers learned from educators’ good practices across Europe who contributed their professional, cultural and social life experiences, different perspectives and skills, and family action plans. Participants worked collaboratively in the creation of drama workshops. They applied good practices implemented in different countries in their own schools and then diversified the activities by sharing their experiences with each other.

Impact and output

Action plans and questionnaires were developed to address the identified SEL problems. The effectiveness of the action plans and content was tested, resulting in a more prepared start to the school year compared to previous years. The implementation of diverse SEL action plans fostered a sense of belonging among families from various backgrounds, thereby facilitating the establishment of effective school-family collaboration to support children's SEL development. Partner schools disseminated project results to regional and national stakeholders, starting with their own institutions.

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