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Social and Emotional Learning in Preschool Settings : A Systematic Map of Systematic Reviews

Djamnezhad, Dariush LU orcid ; Koltcheva, Nadia ; Dizdarevic, Alma ; Mujezinovic, Amila ; Peixoto, Carla ; Coelho, Vera ; Achten, Mart ; Kolumbán, Erika ; Machado, Francisco and Hofvander, Björn LU (2021) In Frontiers in Education 6. p.1-11
Abstract

The preschool years presents an important opportunity to support children’s social and emotional development. Social and emotional learning (SEL) programs in early childhood education and care (ECEC) have gained an increased interest due to its potential to improve child health and educational outcomes. We aimed to identify existing systematic reviews on universal, curriculum-based SEL interventions in ECEC settings (children aged 0 to 7 years), assess their risk of bias, synthesize the findings and identify knowledge gaps. We undertook a systematic literature search in seven different databases. Reviews of studies without control groups were excluded. Each abstract and full text article was assessed independently, and disagreements... (More)

The preschool years presents an important opportunity to support children’s social and emotional development. Social and emotional learning (SEL) programs in early childhood education and care (ECEC) have gained an increased interest due to its potential to improve child health and educational outcomes. We aimed to identify existing systematic reviews on universal, curriculum-based SEL interventions in ECEC settings (children aged 0 to 7 years), assess their risk of bias, synthesize the findings and identify knowledge gaps. We undertook a systematic literature search in seven different databases. Reviews of studies without control groups were excluded. Each abstract and full text article was assessed independently, and disagreements were solved in consensus. Relevant reviews were assessed for bias using the ROBIS tool. Of 4912 records identified through database searches, two systematic reviews met the inclusion criteria. Both reviews were assessed as having a high risk of bias. The results were used to summarize existing knowledge and knowledge gaps. In conclusion, SEL interventions in preschool settings must be considered knowledge gaps. There is a need for more high-quality primary studies and further systematic reviews that adhere to strict scientific methods and address the overwhelming heterogeneity in field, in terms of interventions, settings and outcomes.

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author
; ; ; ; ; ; ; ; and
organization
publishing date
type
Contribution to journal
publication status
published
subject
keywords
interventions, preschool, SEL, systematic review, universal
in
Frontiers in Education
volume
6
article number
691670
pages
1 - 11
publisher
Frontiers Media S. A.
external identifiers
  • scopus:85114595819
ISSN
2504-284X
DOI
10.3389/feduc.2021.691670
language
English
LU publication?
yes
additional info
Funding Information: This paper is financed by the EU Erasmus + Program via the project “Social and Emotional Skills Development in Early Childhood Education and Care in Europe” (EU-SELF), 2019-1-BG01-KA201-062593, KA2 – Cooperation for innovation and the exchange of good practices, KA201 – Strategic Partnerships for school education. Publisher Copyright: © Copyright © 2021 Djamnezhad, Koltcheva, Dizdarevic, Mujezinovic, Peixoto, Coelho, Achten, Kolumbán, Machado and Hofvander. Copyright: Copyright 2021 Elsevier B.V., All rights reserved.
id
25953a63-2145-4e1a-907d-a1382766e811
date added to LUP
2021-10-07 09:59:00
date last changed
2022-04-27 04:32:13
@article{25953a63-2145-4e1a-907d-a1382766e811,
  abstract     = {{<p>The preschool years presents an important opportunity to support children’s social and emotional development. Social and emotional learning (SEL) programs in early childhood education and care (ECEC) have gained an increased interest due to its potential to improve child health and educational outcomes. We aimed to identify existing systematic reviews on universal, curriculum-based SEL interventions in ECEC settings (children aged 0 to 7 years), assess their risk of bias, synthesize the findings and identify knowledge gaps. We undertook a systematic literature search in seven different databases. Reviews of studies without control groups were excluded. Each abstract and full text article was assessed independently, and disagreements were solved in consensus. Relevant reviews were assessed for bias using the ROBIS tool. Of 4912 records identified through database searches, two systematic reviews met the inclusion criteria. Both reviews were assessed as having a high risk of bias. The results were used to summarize existing knowledge and knowledge gaps. In conclusion, SEL interventions in preschool settings must be considered knowledge gaps. There is a need for more high-quality primary studies and further systematic reviews that adhere to strict scientific methods and address the overwhelming heterogeneity in field, in terms of interventions, settings and outcomes.</p>}},
  author       = {{Djamnezhad, Dariush and Koltcheva, Nadia and Dizdarevic, Alma and Mujezinovic, Amila and Peixoto, Carla and Coelho, Vera and Achten, Mart and Kolumbán, Erika and Machado, Francisco and Hofvander, Björn}},
  issn         = {{2504-284X}},
  keywords     = {{interventions; preschool; SEL; systematic review; universal}},
  language     = {{eng}},
  pages        = {{1--11}},
  publisher    = {{Frontiers Media S. A.}},
  series       = {{Frontiers in Education}},
  title        = {{Social and Emotional Learning in Preschool Settings : A Systematic Map of Systematic Reviews}},
  url          = {{http://dx.doi.org/10.3389/feduc.2021.691670}},
  doi          = {{10.3389/feduc.2021.691670}},
  volume       = {{6}},
  year         = {{2021}},
}