Author: Malak Mukhlef Alqaydhi
Alqaydhi, Malak Mukhlef, 2024 The cultural adaptation of a social and emotional learning program for an intervention in Saudi Arabia’s preschools, Flinders University, College of Education, Psychology and Social Work
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Social and Emotional Learning (SEL) is globally recognised as a pivotal element in early childhood education, contributing significantly to holistic student development. Despite this, its integration into early education in the Kingdom of Saudi Arabia (KSA) remains to be fully realised. Currently, the main focus of KSA educational policy predominantly revolves around academic learning, often neglecting essential aspects of students’ social interaction and emotional development. To address this crucial gap, this study sought to explore the potential of SEL in Islamic preschool settings by developing and implementing PATHS for Islamic contexts SEL (PATHS- IC) Program. This culturally adaptive SEL program was specifically tailored to align with the cultural ethos of the KSA preschool education system. The primary aim of this research was to evaluate the PATHS- IC Program’s effectiveness in enhancing the social and emotional development of preschoolers in KSA. Drawing from the researcher’s cultural and practical experience in the KSA, the study methodology incorporated a sequential mixed-methods approach. This encompassed conducting in-depth interviews with 8 teachers and 8 mothers of preschoolers, whose valuable perspectives significantly influenced the development of the PATHS- IC program. Subsequently, 120 5-year-old preschoolers participated in an experimental research study to assess the efficacy of the PATHS- IC program, which was administered by the researcher. Measures used to test the effectiveness of the PATHS- IC program included the Behaviour Assessment System for Children Teacher Report-Preschool (BASC-3 BESS) and the Teacher’s Rating Scale of Child’s Actual Behaviour (TRS-CAB). Pre- and post-intervention measures were undertaken comparing the Control and Experimental Groups using T-tests.
The results highlighted the positive impact of PATHS- IC in significantly improving preschool children’s social, emotional and behavioural conduct. The PATHS- IC program intervention led to substantial advancements in preschoolers adaptive and attention behaviours, with the Experimental Group showing significant changes post-intervention. Following the PATHS- IC program, children’s social competencies were enhanced, while internalising and externalising behaviours were reduced, and scholastic conduct was improved. Notably, the Control Group, which attended preschool but did not receive the PATHS- IC intervention, showed progress in some aspects of SEL, although not to the same degree as the Experimental Group. The findings suggest that preschool attendance can promote adaptive behaviour, attention behaviours, social competence, and behavioural conduct in children, indicating a preschool effect.
Findings not only support the integration of culturally appropriate SEL programs, such as PATHS- IC, into the Islamic KSA preschool context but also highlight the intrinsic value of preschool attendance (currently at 17% in KSA), which seems to benefit young children before they enter formal schooling. The effectiveness of such culturally sensitive SEL programs, such as PATHS- IC, is enhanced when combined with the developmental advantages of preschool, enriching the early education process. This research points towards a holistic, culturally attuned educational approach in KSA, underlining the vital role of preschool and programs like PATHS- IC in shaping children’s behavioural conduct and future learning paths.
Keywords: Social-emotional learning, preschool, intervention, PATHS Islamic Context SEL (PATHS- IC) Program, behaviour
Subject: Education thesis
Thesis type: Doctor of Philosophy
Completed: 2024
School: College of Education, Psychology and Social Work
Supervisor: Grace Skrzypiec