A Study of Development of Social and Emotional Learning for Children during a Transition from Kindergarten to Primary 1

Abstract

The objectives of this mixed-methods research were (1) to study practices of Social and Emotional Learning (SEL) process for children during the transitional period to Primary 1 from 4 types of schools in Bangkok and (2) to compare practices of SEL process for children during the transition which is compared from statistic contents aligned with content analysis from teacher interviewing. The research samples were 302 first grade teachers from those schools. Research instruments included (1) survey of practices promoting SEL for students in transition period and (2) teacher interview form toward guideline of promoting SEL for students in transitional period. The research results showed that teachers’ practices to improve SEL in the area of interaction between teachers and students reached the highest level (M = 4.54, SD = 0.39); the area of observation and evaluation of student’s SEL progression (M = 4.42, SD = 0.47), direct teaching to promote students’ learning and adjustment (M = 4.41, SD = 0.39) and being a role model for students (M = 4.28, SD = 0.36) in the high level; and in the area of arranging independent learning atmosphere in the lowest level (M = 4.03, SD = 0.44).