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Abstract

In this study, the experiences of first and second-generation immigrant Filipino children, their caregivers (i.e. parents/guardians), and early childhood educators with social and emotional learning competencies were examined. Previous research on the efficacy of social and emotional learning programs have been conducted within North America, but there is a current gap in the research that focuses on first and second-generation immigrant children. A review of literature revealed the lack of inter-cultural adaptability in social and emotional learning programs and the need for more research to be conducted with first and second-generation immigrant children, to increase knowledge on how to cultivate more inclusive and equitable programming. In this study a qualitative, case study approach was used. Participant observations within the early learning centre and follow-up semi-structured interviews with the educators and caregivers were used. A focus was on the educator and caregiver experiences with social and emotional learning concepts within the classroom and previous experiences in Canada and in the Philippines. Through the study, themes that focus on the importance of acknowledging socio-cultural backgrounds, finding community in the educational space, and adaptable programming that can include social and emotional learning concepts were identified. Findings suggest that improving cultural adaptability in early childhood education programming may require more open communication between the various individuals within the early childhood centre. Further research is necessary to better understand how research-based social and emotional learning programs that are conducted in the early years can have increased flexibility for inter-cultural adaptability for Filipino young children and other first and second-generation immigrant young children.