Wood, P (2017) Promoting and marginalising young children’s social and emotional experiences through SEL. Early Child Development and Care. ISSN 0300-4430

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Abstract

This paper raises questions about social and emotional learning (SEL) as a facilitator of all children’s social, emotional and behavioural skills. Drawing on qualitative data, in the form of group and individual interviews with a range of primary school and early years staff members across four case studies, the findings indicate that children’s social and emotional behaviours linked to social class, gender and ethnicity were targeted through SEL, revealing a propensity for staff to endorse a normative model of experiences for young children. By clarifying some of the concerns around such monist approaches to SEL, I make the case for an agonistic model (Mouffe, 2005), that not only embraces difference and contestation, but uses them as a focus for learning.

Item Type:	Article
Additional Information:	This is an Accepted Manuscript of an article published by Taylor & Francis in Early Child Development and Care on 10/11/17, available online: http://www.tandfonline.com/10.1080/03004430.2017.1398151
Uncontrolled Keywords:	1301 Education Systems, 1701 Psychology
Subjects:	B Philosophy. Psychology. Religion > BF Psychology H Social Sciences > HT Communities. Classes. Races L Education > L Education (General)
Divisions:	Education
Publisher:	Taylor & Francis (Routledge)
Date Deposited:	09 Jan 2018 10:57
Last Modified:	04 Sep 2021 10:52
DOI or ID number:	10.1080/03004430.2017.1398151
URI:	https://researchonline.ljmu.ac.uk/id/eprint/7792

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