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<p>Social and emotional learning (SEL) is increasingly recognized as a foundational component of whole-child development, supporting not only individual well-being but also broader social and emotional well-being. Social and emotional competencies, as fostered through SEL, are widely recognized as critical in early childhood. This is particularly the case during the preschool years (ages 3–5), a period characterized by rapid growth across key developmental domains. Thus, integrating SEL into teaching practice in early childhood education (ECE) is crucial for supporting young children’s holistic development. Furthermore, as classrooms in the United States become increasingly diverse, there is an urgent need for early childhood teachers to design and implement culturally responsive SEL experiences for young children. In this conceptual article, informed by Bronfenbrenner’s ecological systems theory, I propose a three-level socioecological framework for teacher development of culturally anchored SEL practices, comprising <i>self-reflection</i> at the individual level, <i>collaborative learning</i> at the group level, and <i>professional partnerships</i> at the community level. This framework is designed to support teachers in understanding and implementing these practices effectively as a critical approach to advancing educational equity, especially in the United States, where racial, ethnic, cultural, and linguistic diversity is increasingly evident. Examples of culturally anchored SEL practices and guiding questions are presented. While the collaborative interplay among the three socioecological levels may represent an ideal model of culturally anchored SEL practices, contextual tensions can also emerge as these dynamics unfold in practice. To illustrate these dynamics, sample interaction types, vignettes depicting contextual tensions, and possible culturally anchored resolutions are presented. Finally, implications for teacher education, professional development, and future research are discussed.</p>

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A Three-Level Socioecological Framework for Culturally Anchored SEL Practices: Self-Reflection, Collaborative Learning, and Professional Partnerships

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  • 出版模式：

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  • 发表日期：

    2026年7月30日

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  • Jennifer J. Chen

摘要

Social and emotional learning (SEL) is increasingly recognized as a foundational component of whole-child development, supporting not only individual well-being but also broader social and emotional well-being. Social and emotional competencies, as fostered through SEL, are widely recognized as critical in early childhood. This is particularly the case during the preschool years (ages 3–5), a period characterized by rapid growth across key developmental domains. Thus, integrating SEL into teaching practice in early childhood education (ECE) is crucial for supporting young children’s holistic development. Furthermore, as classrooms in the United States become increasingly diverse, there is an urgent need for early childhood teachers to design and implement culturally responsive SEL experiences for young children. In this conceptual article, informed by Bronfenbrenner’s ecological systems theory, I propose a three-level socioecological framework for teacher development of culturally anchored SEL practices, comprising self-reflection at the individual level, collaborative learning at the group level, and professional partnerships at the community level. This framework is designed to support teachers in understanding and implementing these practices effectively as a critical approach to advancing educational equity, especially in the United States, where racial, ethnic, cultural, and linguistic diversity is increasingly evident. Examples of culturally anchored SEL practices and guiding questions are presented. While the collaborative interplay among the three socioecological levels may represent an ideal model of culturally anchored SEL practices, contextual tensions can also emerge as these dynamics unfold in practice. To illustrate these dynamics, sample interaction types, vignettes depicting contextual tensions, and possible culturally anchored resolutions are presented. Finally, implications for teacher education, professional development, and future research are discussed.