Socialt och emotionellt lärande som redskap

Sammanfattning: The aim of this study is to investigate work on social and emotional learning in the everyday practice of 221 educators working in preschools and schools. With using a mixed method both quantitative and qualitative information was gathered. In the introduction and background, the state of knowledge is problematized, SEL is defined, previous research reports and the education in SEL is described. The literature review describes SEL in relation to educators, children/pupils and children with special needs. An expansive learning approach permeates the performance analysis. The study's results are largely in line with previous research in the field of SEL and shows correlations between educators and child/pupils social and emotional skills and relational competence. The educators describe that they perceive children's behavior in a different way, had better understanding themselves, gained a common understanding and a common language, and become better at working inclusively and making adjustments based on the children’s/pupils needs. The educators felt that the children/pupils managed routine situations better based on the environment's expectations. The children/pupils were also perceived to have developed a better self-esteem and self-confidence based on the fact that they more often succeeded in interacting with others and that they were seen and confirmed based on their needs. The thesis concludes with suggestions for further research and hopes.