Knowledge mobilization in early childhood education : exploring immigrant educators’ experiences of connecting SEL research to practice
Year: 2026
Type: dissertation
Abstract: This study investigated how immigrant early childhood educators (ECEs) in Canada understood and applied social-emotional learning (SEL) principles and how their cultural backgrounds influenced their understanding and implementation of SEL in preschool settings. SEL is the process through which children develop skills to manage emotions, form healthy relationships, and make responsible decisions. Interest in SEL research and practice has increased since the COVID-19 pandemic. However, applying research-based recommendations in practice remains challenging because educators’ prior experience and cultural backgrounds may shape their understanding and use of research evidence in diverse settings. This study employed Interpretive Phenomenological Analysis (IPA) to explore the experiences of six immigrant ECEs in the Metro Vancouver area. Data were collected through two semi-structured interviews with each participant over a four-month period. The analysis identified ten themes across two research questions. The first five themes focused on understanding and applying SEL: recognizing and extending existing practices, intentional responsive pedagogy, recognizing children’s agency, reflective professional learning, and navigating structural supports. The other five themes explored cultural influences on SEL: reconstructing cultural identity, integrating cultural perspectives, drawing on cultural values, balancing agency and responsibility, and building culturally responsive relationships. The findings suggest that educators did not simply apply research-based SEL knowledge directly. Instead, they interpreted and adapted it through their professional experiences, cultural values, and relationships with children and families. Their cultural backgrounds were not simply barriers to implementing SEL; cultural values could also serve as professional resources. The study highlights the importance of supporting educators’ reflective learning and culturally responsive practices, as well as providing adequate workplace support and resources. These insights can inform efforts to connect SEL research with practice in Canada’s multicultural early childhood education settings.
DOI: 10.14288/1.0456950
Author: Aktar, Shirina
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W7222990770
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