Abstract
ABSTRACTPurpose. The purpose of this case study was to reflect the essence of the lived experience of seven Early Childhood educators in Southern California as they explore social-emotional learning (SEL).
Conceptual Framework. The conceptual framework for this case study was the Collaborative for Academic, Social, and Emotional Learning (CASEL).
Methodology. A phenomenological design was employed to explore and analyze the essence of the lived experiences of seven teachers in California. The CASEL framework is used to organize questions and data analysis, as well as to inform the conceptual framework for Social-Emotional Learning (SEL). The selection of the location and sample was purposeful. Data were collected through one-on-one, semistructured interviews to gain insight and perspective into the teachers’ lived experience.
Findings and Conclusion. Findings reflect the need for Integrated Adult Social-Emotional Learning (SEL) in teacher preparation programs that explicitly address self-awareness, self-regulation, relationship skills, and culturally responsive practices for educators. Participants emphasized the critical role that mentoring and peer support play in fostering their social and emotional growth and emphasized the importance of these relationships. These findings underscore the need for organizations to provide Professional Development in Adult Social-Emotional Learning (SEL) and Foster a Culture of Self-Care and Well-Being.
Recommendations. Recommendations for future research include maintaining connections to current trends and skills required for workforce development. From the perspective of educators and course development, the research may inform higher education teacher preparation programs of the need to adapt course content to include the social-emotional learning of teachers. This research sheds light on the significant yet often underappreciated role that social and emotional learning plays in adulthood.