Measuring early childhood educators' knowledge of social-emotional learning pre and post training.

The primary goal of this study is to measure the improvement in early childhood educators' knowledge of the five social-emotional learning (SEL) competencies post-training in India. Furthermore, the aim is to evaluate the effectiveness of educators' training modules on the SEL knowledge of preschool educators. In addition, the aim is to support educators in contemplating their feelings and knowledge of SEL since it is vital for individual and career growth. However, studies concerning early childhood educators' SEL knowledge in Punjab, India, are scarce. As a result, this study investigated 100 preschool educators' knowledge of SEL competencies using a survey, a training session, and a self-reported questionnaire. The data were analyzed in SPSS, and pre and post-training results were compared using the paired samples t-test. The findings revealed a significant difference in educators' knowledge of SEL after training in the Ludhiana and Patiala cities of Punjab. The outcomes emphasize the importance of continuously and effectively training early childhood educators to develop their knowledge of SEL skills for self-growth and preschool students' holistic development. [ABSTRACT FROM AUTHOR]