EXPLORING SWEDISH PRESCHOOL TEACHERS’ UNDERSTANDING AND IMPLEMENTATION OF SOCIAL AND EMOTIONAL COMPETENCE: A CASE STUDY

Abstract

Aim: The research aim of this study is to explore Swedish preschool teachers’ understanding and implementation of Social and Emotional (SE) competence. This research seeks to provide insights into the practical implementation of SE competence within preschool educational settings and reflect on SE competence in the Swedish national curriculum. Theory: Bronfenbrenner's Ecological Systems is used as a theoretical framework, providing a solid foundation on ecological perspectives outgoing on human development and behaviour. Then, CASEL’s SEL framework serves as the conceptual framework for the study, offering a structured analysis of the various competencies and capacities encompassed within it. Method: A qualitative case study is chosen to conduct this research. Semi-structured in-depth interviews with Swedish preschool teachers have been opted as the method for gathering data about the understanding and implementation of SE competence, complemented by the analysis and reflection of the Swedish national curriculum. Results: The results of this study indicate that Swedish preschool teachers' understanding of SE competence is profoundly shaped by individual beliefs, institutional influences, societal expectations, and cultural norms, echoing the dynamism of Bronfenbrenner’s Ecological Systems Theory. The theme that emerged from the analysis of the "competent child" through the lens of CASEL's SEL framework reveals preschool teachers' expectations of social and emotional skills for children are intricately interwoven with broader societal norms. The study underscores the influence of the Swedish national curriculum in defining SE competence. It highlights the need for clearer guidelines and ongoing support to ensure optimal socio-emotional development in ECE settings. Despite challenges, preschool teachers prioritize professional collaboration for effective SE competence implementation.