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Conceptual ECCE Happiness Framework for Preschools: To Introduce Importance of Happiness to Promote Social and Emotional Competence in Preschool Children

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  • Jasleen Kaur
  • Anupam Sharma

Abstract

The primary objective of this article is to create a conceptual Early Childhood Care and Education (ECCE) happiness framework for preschool children in India. Although happiness is regarded as one of the key elements that influence early childhood development, an effective happiness framework does not exist for preschools in rural and socio-economically disadvantaged areas in the state of Punjab in India. Therefore, based on research gaps and existing literature, a conceptual framework has been developed to promote social and emotional competence among preschool children through the happiness intervention. The article also discusses (a) the concepts of happiness, and social and emotional competence; (b) the importance of happiness in preschool; (c) the association between happiness and social-emotional competence of preschool children; and (d) the role of preschool teachers in implementing the framework. Future implementation of this framework in the preschools of India will help overcome the limitation that exists in regard to its validation.

Suggested Citation

  • Jasleen Kaur & Anupam Sharma, 2021. "Conceptual ECCE Happiness Framework for Preschools: To Introduce Importance of Happiness to Promote Social and Emotional Competence in Preschool Children," SAGE Open, , vol. 11(3), pages 21582440211, July.
    • Handle: RePEc:sae:sagope:v:11:y:2021:i:3:p:21582440211031873
    DOI: 10.1177/21582440211031873
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    References listed on IDEAS

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    1. Jones, D.E. & Greenberg, M. & Crowley, M., 2015. "Early social-emotional functioning and public health: The relationship between kindergarten social competence and future wellness," American Journal of Public Health, American Public Health Association, vol. 105(11), pages 2283-2290.
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    3. Lan Chaplin, 2009. "Please May I Have a Bike? Better Yet, May I Have a Hug? An Examination of Children’s and Adolescents’ Happiness," Journal of Happiness Studies, Springer, vol. 10(5), pages 541-562, October.
    4. National Council of Educational Research &Training NCERT, 2015. "Seventh All India School Education Survey," Working Papers id:7433, eSocialSciences.
    5. Zhai, Fuhua & Raver, C. Cybele & Jones, Stephanie M., 2015. "Social and emotional learning services and child outcomes in third grade: Evidence from a cohort of Head Start participants," Children and Youth Services Review, Elsevier, vol. 56(C), pages 42-51.
    6. Badri Bajaj & Ragini Gupta & Santoshi Sengupta, 2019. "Emotional Stability and Self-Esteem as Mediators Between Mindfulness and Happiness," Journal of Happiness Studies, Springer, vol. 20(7), pages 2211-2226, October.
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    1. Jasleen Kaur & Anupam Sharma, 2022. "What Do I Know About Social-Emotional Learning: A Comparative Analysis Between Public and Private Preschool Teachers in Punjab," SAGE Open, , vol. 12(2), pages 21582440221, April.

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