Mao, Hanying H ORCID: https://orcid.org/0009-0007-4747-7585 and Zeng, Shaoru Annie (2025) Bridging the Gaps: Enhancing Social -Emotional Learning (SEL) in Initial Teacher Education for Early Childhood Teachers in China. In: Pacific Early Childhood Education Research Association Annual Conference, 10-12 July 2025, Shanghai.

Abstract

Social-emotional learning (SEL) is widely acknowledged as foundational to young children’s holistic development and lifelong wellbeing. Growing policy attention to the early years has elevated SEL as an educational priority. However, significant gaps remain in how Initial Teacher Education (ITE) programs prepare early childhood educators to support children’s SEL in China. This scoping review investigates how Chinese ITE programs embed SEL, explores disparities across urban and rural contexts, and offers recommendations for future policy and practice. Drawing on the CASEL framework, which outlines five core competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making; this study maps the integration of SEL into Chinese ITE programs through a systematic review of literature published between 2014 and 2024. Guided by Arksey and O’Malley’s five-stage framework, the review synthesised peer-reviewed articles, professional articles, and international policy documents sourced from databases such as ERIC and CNKI. The findings reveal three major concerns: (1) inconsistencies in curriculum coverage across ITE programs, with limited attention to structured SEL training; (2) lack of experiential learning opportunities and assessment tools that support teacher capability in real-world classroom contexts; and (3) stark urban-rural disparities in access to SEL resources and professional development. While international models, including programs in the United States and Australia, demonstrate the benefits of integrating SEL into teacher preparation through coursework and field placements, such efforts in China remain localised and fragmented. This paper argues for the cultural adaptation of global SEL frameworks, such as CASEL, to align with Chinese social values and educational traditions. It also highlights the need for coordinated national policy and professional learning strategies to support teachers in both urban and rural settings. Lessons from pilot projects, such as the MOE-UNICEF SEL initiative and regional interventions in Hong Kong and rural provinces, underscore the potential for scalable, culturally responsive models of SEL training. In conclusion, this study emphasises that for SEL to be effectively embedded in early childhood education, teacher training should move beyond sporadic initiatives toward a more coherent, equity-focused national strategy. Future research should explore the long-term impacts of SEL-focused ITE on teaching quality and child outcomes, particularly in underserved areas. Culturally responsive and contextually grounded approaches are essential to ensuring sustainable and inclusive SEL development in China’s early childhood education landscape.

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