Early Science Learning and Preschool Children's Social and Emotional Competencies

Children are highly inquisitive. This will naturally lead them to explore and discover the world around them which is fundamental to the development of science learning. Early Science Learning is seen to have the potential to inculcate the development of children's social-emotional competence because as the children explore science together with their friends, they will also build social-emotional skills such as understanding the importance of rules, learning to wait for their turn, listening to instructions, cooperating with others, helping other people, identifying and understanding differences in one's feelings. This paper was written with the aim to explore how Early Science Learning can affect children's social-emotional competency in a positive manner. In particular, this paper examines the potential of activities and science process skills in promoting social and emotional competencies. Based on the systematic literature review that was done, the author lists and explains five elements of Early Science-Learning that influences preschool childrens' social and emotional competence. They are: i) active participation opportunities; ii) social interaction opportunities; iii) the role of teachers; iv) learning environment and v) meaningful experiences. These elements are found to have positive potential impact in enhancing the social and emotional competencies of preschool children and can be considered to be implemented in the public and private preschools in Malaysia. It is hoped that this systematic literature review paper will expand the perspective and understanding of the implementation of Social and Emotional Education across the early childhood education curriculum.