This research examined begin to ECSEL, an emotional cognitive and social early learning (ECSEL) approach that promotes emotional competence and self-regulation by teaching emotion knowledge and emotion regulation through causal talk (CT) and causal talk in the emotional experience (CTEE).
Three measures were used:
Begin to ECSEL implements a teacher-as-socializer model in the context of co-regulation to promote emotional competence, self-regulation, empathy, and related prosocial skills as being instrumental in early childhood education.
Begin to ECSEL includes teachers' effective management of their own internal feelings and external displays of emotion, which aids in modelling regulation as a method of promoting young children's emotional competence.
Parents, caregivers, and educators have reported over decades that alumni consistently demonstrate: heightened confidence, success in their interactions with others, academic achievement, leadership skills, and resiliency.
Parents have reported that the alumni of begin to ECSEL have become upstanders rather than bystanders during instances of bullying.