Social-Emotional Learning in Early Childhood: A Comparative Review of Practices Singapore and Western Educational Systems
Social-emotional learning (SEL) is a cornerstone of early childhood development. It helps children understand emotions, form relationships, and navigate social settings. These are skills that are critical to their long-term academic and personal growth. In Singapore, a diverse and rapidly evolving society, SEL is gaining recognition. Yet, consistently implementing SEL at both home and school remains a challenge.
This study explores how parents and early childhood educators in Singapore view the importance of SEL and the difficulties they face in applying it consistently across different settings. From reviewing reputable research articles, it’s clear a major concern is the inconsistency in SEL application between homes and classrooms, which can result in disjointed learning experiences for children. While research from Western countries (e.g., Denham et al., 2012; Jones et al., 2015) highlights SEL’s long-term benefits, these insights are directionally accurate from past data analysis, they may not fully apply to Singapore's multicultural and multilingual society. Despite efforts by the government and various organizations, gaps persist in how SEL is understood and practiced, particularly in diverse families. Studies in this topic can help curriculum developers, educators, parents, and policymakers make more informed decisions.
As Singapore pushes for more holistic child development, SEL must become more deeply embedded and better understood. By examining current perceptions and practices, we can design more effective interventions and policies.
The objective of this literature review is to examine how early childhood education and SEL are perceived and valued by key stakeholders in Singapore, including parents, teachers, school administrators, and policy makers. It helps to uncover common challenges and gaps in the implementation of SEL in Singapore, and in comparison, to global practices. Special attention is given to tools such as the Early Childhood Environment Rating Scale–Revised (ECERS-R), which, as highlighted by Bull et al. (2017), may carry Western-centric assumptions and require adaptation to better suit Singapore’s early childhood education. Ultimately, this review seeks to explore research problems worth pursuing and examining frameworks for their fit to Singapore’s unique educational landscape, with a focus on aligning SEL efforts with the goals of Sustainable Development Goal 4 on inclusive and equitable quality education.
This review draws on sources from 7 reputable articles that focused on Singapore, SEL, and use quantitative, qualitative, or mixed-methods approaches. Insights from the literature include several key themes:
Assumption Validation: Social‑Emotional Learning (SEL) as a Predictor of Long‑Term Success
All the articles reviewed in this paper assume that higher social competence in kindergarten is a strong predictor of long-term success in both academics and mental health. This assumption is supported by a comprehensive study by Jones et al. (2015), using data from the Fast Track intervention cohort. Their findings showed that greater social competence in early childhood was associated with higher rates of stable employment, a greater likelihood of graduating from high school and college, and lower incidences of criminal behavior, substance misuse, and mental health treatment. Complementing these findings, Denham et al. (2012) emphasized that preschoolers’ early social-emotional behaviors play a critical role in setting the stage for successful adjustment in school. Their research showed that emotionally regulated and prosocial behaviors were linked with better performance in kindergarten.
Tailoring Long-Term Programs: Early Learning Environments and Measurements Aren’t One-Size-Fits-All
Turning to the Singapore context, Bull et al. (2017) evaluated kindergarten classrooms using the Early Childhood Environment Rating Scale–Revised (ECERS‑R). They found notable variability in classroom quality, highlighting important gaps in the structural and instructional conditions necessary for fostering SEL. Therefore, program design and measurement tools must be carefully tailored to reflect the diverse needs and adapt to individual classrooms. A one-size-fits-all approach to evaluating or enhancing SEL environments risks overlooking key differences that influence how children experience and benefit from learning.
Key Contributors: Caregiver Continuity and Collaboration
Ebbeck et al. (2022) presented the critical importance of consistent, collaborative caregiving relationships in building young children’s social-emotional development. Collaboration between caregivers, including parents, teachers, and early childhood professionals, ensures that children receive coherent and responsive support. This coordination not only strengthens developmental outcomes but also builds trust and shared responsibility among adults in the child’s life. These findings align with well-established principles regarding the value of strong home–school partnerships.
Global Vision Meets Local Realities
At a global policy level, UNESCO has consistently emphasized that SEL is indispensable for achieving SDG 4, which envisions inclusive, high-quality education leading to peaceful and equitable societies. In Singapore, however, researchers such as Ang, Lipponen, and Lim (2020) have noted a persistent tension: while the country officially endorses global education standards, the early childhood system remains heavily oriented toward academic achievement, with less emphasis on nurturing socio-emotional capacities.
Interpretation
There’s a growing body of research showing just long-term SEL impact in children and how they do in life. Studies from the U.S., like those by Denham et al. (2012) and Jones et al. (2015), make a strong case. Denham et al. found that even in preschool, kids who could understand and manage their emotions tended to adjust better when they entered formal schooling. Jones and his team took it a step further, following children over two decades. They found that those with strong social skills in kindergarten were more likely to graduate from college, hold steady jobs, and steer clear of mental health issues or trouble with the law later on. While these studies are rooted in Western contexts, the evidence that SEL is important in early childhood education is clear presented.
In Singapore, several studies offer insights into how SEL is (or isn’t) being supported in local classrooms. Bull, Yao, and Ng (2017) carried out a rigorous quantitative study using the ECERS-R scale, an internationally recognized tool developed in the U.S., to assess early childhood learning environments. Their study revealed notable variability in classroom quality across Singapore’s kindergartens, especially when it came to emotional support and teacher-child interactions. While the methodology was strong and the tool itself is validated, the research topic raises an important issue: Can a Western-designed assessment tool like ECERS-R fully capture what quality looks like in a Singaporean setting? The topic is highly relevant, but it also points to the need for local adaptation of assessment frameworks to reflect cultural and systemic nuances.
Ebbeck et al. (2022) added a different layer by exploring how stable caregiver relationships influence emotional development in early childhood. This mixed-methods study, which combined classroom observations with in-depth interviews, was valuable in capturing both behavioral patterns and the nuanced experiences of children and teachers. The quality of the research is high, especially because it bridges quantitative data with rich qualitative insights. The topic of continuity of care is a crucial one in researching early education systems like Singapore’s, where caregiver turnover or rigid staffing structures can disrupt emotional bonds. It brings attention to a practical yet often overlooked factor in SEL outcomes. Compared to the other studies, Ebbeck et al. excelled in capturing the "how" and "why" behind the data. However, the small sample and context-specific focus limit its generalizability. Nevertheless, the topic of caregiver consistency is especially relevant in Singapore, where turnover in early childhood educators can disrupt developmental continuity and at refreshing point that I will integrate into my future research in Singapore’s early childhood education.
Yang et al. (2021) also adopted a mixed-methods approach in their study on teacher-led SEL curriculum design. Teachers engaged in reflective journaling, inquiry cycles, and interviews to explore how Western SEL models could be adapted to fit the cultural dynamics of Singaporean classrooms. This is one of the most contextually relevant studies from my reading. It’s grounded in classroom practice, gives agency to teachers, and focuses on adapting rather than importing frameworks. Data collection and analysis combine structured processes with qualitative insight. The research topic stands out because it tackles head-on the often-overlooked role of educators as curriculum designers, not just deliverers. That said, its emphasis on teacher reflection over student outcomes means its direct evidence of SEL impact remains indirect compared to the longitudinal studies.
Shifting focus slightly, Muñez, Bull, and Lee (2021) examined how the home math environment and socioeconomic status (SES) influence young children’s academic outcomes. Though primarily concerned with cognitive development, the study draws useful connections to SEL by showing how parental involvement is mediated by SES. The research uses solid quantitative method and mediation analysis. The use of mediation analysis added statistical rigor, but the absence of qualitative data left questions about emotional or cultural influences underexplored. The research topic is timely and important, especially in a high-pressure, achievement-driven environment like Singapore.
On the policy and systems side, Ang, Lipponen, and Lim (2020) offered a more reflective, qualitative exploration of what inclusive early childhood education could look like in Singapore. The study touches on broader themes like belonging, equity, and holistic learning. The strength of this study lies in its conceptual framing and its relevance to current educational reforms. Compared with more data-driven studies, it excels in vision but needs empirical backing to inform implementation. The paper calls for a rebalancing of priorities in a system that often favors academic outcomes over emotional growth; this topic is relevant and aligns with a larger global push toward child-centered, inclusive education.
Taken together, these studies show that SEL is influenced by far more than individual child behavior; it’s shaped by cultural norms, institutional frameworks, teacher practices, and family dynamics. The Western studies offer strong evidence that SEL pays off in the long run, but their frameworks often assume values or classroom conditions that don’t fully align with Singaporean realities. Locally, Singapore’s research is increasingly recognizing these gaps. From evaluating the fit of global assessment tools to amplifying teachers’ voices and exploring family involvement. What’s needed now is a coordinated, system-wide approach to developing research-based SEL frameworks and long-term programs that connect/study schools, teachers, students, and parents across all socioeconomic and ethnic backgrounds that reflect Singapore’s unique mix of multiculturalism, academic excellence, and strong community values.
Conclusion
Overall, my takeaways include the importance of flexible, culturally sensitive SEL programs; the influence of home environments and classroom quality; and the role of stable relationships in emotional development. One clear gap in the research is the limited input from parents. Since SEL happens across both school and home, future studies should involve family perspectives more explicitly.
Looking ahead, SEL programs in Singapore should prioritize stronger integration between home and school environments. To fully understand how these connections influence children’s development, future research must continue employing mixed-methods approaches that capture the complexity of these interactions. Educator training should focus on fostering reflective and culturally responsive practices, while policies need to support the creation of long-term, flexible SEL frameworks. Together, these priorities underscore the urgent need to design and implement a sustained, evidence-based SEL program for early childhood education that aligns with SDG 4. One that actively engages schools, parents, and children to build SEL skills from an early age. Additionally, it is essential to track and compare the impacts of caregiver continuity versus program continuity to gain a clearer understanding of their long-term effects.
References
Ang, Lynn, et al. “Critical Reflections of Early Childhood Care and Education in Singapore to Build an Inclusive Society.” Policy Futures in Education, vol. 19, no. 2, 2021, pp. 139–54, https://doi.org/10.1177/1478210320971103.
Bull, Rebecca, et al. “Assessing Quality of Kindergarten Classrooms in Singapore: Psychometric Properties of the Early Childhood Environment Rating Scale—Revised.” International Journal of Early Childhood, vol. 49, no. 1, 2017, pp. 1–20, https://doi.org/10.1007/s13158-017-0180-x.
Denham, Susanne A., et al. “Observing Preschoolers’ Social-Emotional Behavior: Structure, Foundations, and Prediction of Early School Success.” The Journal of Genetic Psychology, vol. 173, no. 3, 2012, pp. 246–78, https://doi.org/10.1080/00221325.2011.597457.
Ebbeck, M., Yim, H.Y.B., Ho, S.Y. et al. Continuity of Care: Primary Caregiving in Singapore. Early Childhood Educ J 50, 291–300 (2022)., Policy Futures in Education Vol. 19 Issue 2, pp. 139–154, 2021. https://doi.org/10.1007/s10643-021-01156-7.
Jones, D. E., Greenberg, M., & Crowley, M. (2015). Early social-emotional functioning and public health: The relationship between kindergarten social competence and future wellness. American Journal of Public Health, 105(11), 2283–2290. https://doi.org/10.2105/AJPH.2015.302630.
Muñez, D., Bull, R., & Lee, K. (2021). Socioeconomic status, home mathematics environment and math achievement in kindergarten: a mediation analysis. Developmental Science, 24, e13135. https://doi-org.ezproxy1.lib.asu.edu/10.1111/des.
Yang, Weipeng, et al. “Early Childhood Teacher Research and Social-Emotional Learning: Implications for the Development of Culturally Sensitive Curriculum in Singapore.” Policy Futures in Education, vol. 19, no. 2, 2021, pp. 197–215, https://doi.org/10.1177/1478210320983499.
