(Special Issue) The Construction and Weight Analysis of Preschoolers’ Social-Emotional Competence Indicators in Exercise and Game Courses
Author: Chen-Hui Huang (Department of Sport Promotion, National Taiwan Sport University), Hung-Shih Chou (Graduate Institute of Physical Education, National Taiwan Sport University), Yi-Hsiang Pan (Department of Cultural and Creative Enterprise Management / Bachelor’s Degree Program of Sports and Health Promotion, Nanhua University)
Vol.&No.：Vol. 70, No. 3
Date：September 2025
Pages：1-29
DOI：https://doi.org/10.6209/JORIES.202509_70(3).0001
Abstract：
Motivation and Purpose
Early childhood is a preparatory phase for formal education, during which physical and psychological development serves as a crucial foundation for lifelong growth. In light of technological advancements and changing lifestyles, there have been several negative impacts on the physical and mental health of young children. Among the most frequently discussed issues are the lack of physical activity and the insufficient development of social-emotional competence. A review of relevant literature revealed that physical activities and games are highly suitable for fostering social-emotional competence in young children. However, interdisciplinary research combining these two fields is still in its nascent stages. From the perspective of research field development, conceptualizing social-emotional learning within different cultural or educational contexts remains a significant academic gap. Hence, exploring the role of exercise and game courses in the social-emotional learning of young children is both necessary and valuable. Therefore, the purpose of this study is to construct “preschoolers’ social-emotional competence indicators in exercise and game courses”, and to determine the weight of these indicators, aligning with the evolving trends in education to enhance teaching quality.
Literature Review
Social-Emotional Competence (SEC) is the combined term for social competence and emotional competence, which are highly interrelated and mutually influential (Halle & Darling-Churchill, 2016). SEC has been positively linked to academic performance, mental health, and civic competence development (CASEL, 2017; Durlak et al., 2011; Martinez-Yarza et al., 2023), and it has a profound impact on an individual’s long-term development and adaptability (Denham et al., 2003; Olsson et al., 2013; Phillips et al., 2023). In recent years, there has been a surge in international research focusing on the social-emotional learning (SEL) of children and adolescents. Two key areas of increasing attention are the conceptualization of SEC at different developmental stages and the development of measurement tools (Eklund et al., 2018; Martinez-Yarza et al., 2023). The process of conceptualizing SEC and developing assessment tools is critical, as it guides the practical implementation and effectiveness evaluation, thereby enhancing the practice of social-emotional learning.
Exercise and game courses are an essential component of early childhood education. Both the Early Childhood Education & Care Curriculum Framework in Taiwan and the Society of Health and Physical Educators (SHAPE America) recommend that young children accumulate a certain amount of physical activity each day as a foundation for their future development. Exercise and game courses not only provide physiological benefits, but also promote social-emotional learning due to their elements of cooperation, challenge, interaction, and competition (Boghian & Cojocariu, 2023; Ciotto & Gagnon, 2018; Gandotra et al., 2023). However, to achieve effective learning outcomes, these games must be supplemented with positive support, guidance, and instruction (Boyd et al., 2005; Chiang, 2024; Richard, 2006).
In Taiwan, the Early Childhood Education & Care Curriculum Framework designates social and emotional domains as two of the six major learning areas. Emotional competence is divided into four abilities: “emotion awareness and recognition,” “emotion understanding,” “emotion regulation,” and “emotion expression.” Social competence encompasses three abilities: “exploration and awareness,” “negotiation and adjustment,” and “care and respect” (Ministry of Education, 2017). Internationally, social-emotional competence (SEC) indicators are primarily represented by the UK’s Social and Emotional Aspects of Learning (SEAL) framework and the five core competencies of SEL outlined by CASEL (Collaborative for Academic, Social, and Emotional Learning) in the U.S. SEAL focuses on developing five key competencies: self-awareness, managing feelings, motivation, empathy, and social skills (Humphrey et al., 2010). CASEL categorizes SEC into five core competencies: self-awareness, social awareness, self-management, relationship skills, and responsible decision-making (CASEL, 2020). Although these frameworks differ, they share significant overlaps. Upon comparison, CASEL’s framework is more comprehensive and clearly delineated. Moreover, CASEL’s SEC indicators have been widely adopted by educators and researchers across various educational fields (Gresham et al., 2020). Despite the lack of consensus on the components of social-emotional competence across different domains, CASEL’s five core competencies provide a useful classification framework (Martinez-Yarza et al., 2023). Therefore, considering its clarity, as well as its broad acceptance in both practical and academic fields, CASEL’s five core competencies represent the most ideal framework for social-emotional competence indicators at present.
Research Methodology
This study constructed competence indicators through four stages: a literature review, interviews with three academic experts, focus group interviews with six practitioners, and a Delphi questionnaire survey involving 12 academic and practical experts. Additionally, a Delphi expert panel conducted a relative weight survey to establish the relative weights of the indicators.
Research Results
This study identified five dimensions and 46 competence indicators for “preschoolers’ social-emotional competence indicators in exercise and game courses”, namely: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. The relative weights of these five dimensions were 20.9%, 24.3%, 9.3%, 26.3%, and 19.1%, respectively, with “relationship skills” ranked the highest in weight.
Discussion and Recommendations
In terms of competence indicators, this study was based on CASEL’s five core competencies, combined with relevant literature and the learning indicators from Taiwan’s Early Childhood Education & Care Curriculum Framework. Through a three-stage validation process, the indicators were refined to ensure they adequately accounted for cultural context and the exercise and game course settings, ultimately constructing clear, credible competence indicators. These indicators align with the characteristics recommended by CASEL (2017) for developing social-emotional competence indicators across different cultures. They reasonably outline developmental expectations for young children and, compared to other existing frameworks, offer a simpler structure with less overlap among competence dimensions.
In terms of the relative weights of the indicators, “relationship skills” emerged as the most important dimension, consistent with findings from previous research (Denham & Brown, 2010; Melnick & Martinez, 2019; OECD, 2021; Yates et al., 2009). However, its weight is not significantly different from those of “self-awareness,” “self-management,” and “responsible decision-making.” The weight of “social awareness,” however, is notably lower than the other dimensions, which may be related to the cognitive developmental stage of young children. According to Piaget’s theory of cognitive development, at this stage, children’s judgments of right and wrong are based on adherence to rules and obedience to authority, rather than on contextual factors or personal internal motivations (Liu, 2019). This explains why “social awareness” is perceived as less important compared to the other dimensions.
This study developed “preschoolers’ social-emotional competence indicators in exercise and game courses” and their relative weights. The findings of this study are both original and practical, not only addressing a gap in SEL research but also making the implementation and promotion of SEL more systematic. In terms of practical recommendations, whether in teaching practice, policy formulation, or teacher training programs, it is suggested that the social-emotional competence indicators and their relative weights from this study be used as a reference to overcome barriers encountered in SEL practice. For future research, it is recommended to conduct horizontal comparisons and discussions of indicator weights across different age groups and cultural contexts. Additionally, future studies could further verify the results of this research through the involvement of a wider range of participants or by testing the structural validity of the factors.
Keywords：physical education for early childhood, physical fitness for preschool-age children, prosocial behavior, social and emotional learning skills, game-based learning