AN INVESTIGATION OF EMOTION KNOWLEDGE AND THEORY OF MIND AMONG PRESCHOOLERS IN DISTRICT LAHORE: A REVIEW ANALYSIS

Abstract

Social and emotional learning (SEL) has been under-implemented in preschool classrooms despite its importance. An understudied demographic, preschoolers from Lahore, is the focus of this article, which details the development and assessment of a SEL programme designed to help them. Over the course of two weeks, teachers in classrooms with 33 children received the Global Classroom SEL training, whereas teachers with 38 children continued with "normal practice." Both the SEL training and control groups were given pre- and post-tests. Researchers discovered that children with weaker baseline skills showed a substantial gain in emotional understanding, and a tendency toward significance in theory of mind. Children who started out with more proficiency did not show the same improvement. This research has implications for both practice and policy, since it implies that low-achieving Lahore children can benefit from implementing SEL from an early age. Further, the results provide insight into expanding studies of early cross-cultural SEL education.