SOCIAL AND EMOTIONAL LEARNING IN EARLY CHILDHOOD CARE EDUCATION: A SOCIOLOGICAL PERSPECTIVE

Abstract

Social and Emotional Learning (SEL) in early childhood care education (ECCE) is the base to children’s overall development, including the ability to understand, manage and control the emotions, build relationships with others, develop communication ability, and make decision according to the age, and environment. Though, psychologically different studies have been explored SEL by the experts, this chapter will view SEL from a sociological perspective or a socially constructed process which is influenced by family structures, peer, different institutional context, and cultural context, etc. Based on secondary data including peer reviewed literature, policy frameworks, global report, different articles, this chapter will explore and discuss how SEL is formed by social context and how it comes up with the broader social cohesion and equity. It critically examines the role of different social agents, its challenges including social – economic disparities and cultural biases and also puts forward strategies for integrating SEL into ECCE through inclusive and culturally responsive practices. By situating SEL into the broader sociology of education, this chapter tries to point out the need for systematic collaboration among educators, family members, policy makers, and communities to make sure equitable social emotional development of all the children.