Identifying Socioemotional Skills for the Digital Age: Foundations of an Early Childhood Literature-Based Program

Abstract

Rapid advancements in technology have changed the education landscape. Starting at a young age, individuals are exposed to new and emerging digital tools, requiring them to learn technical skills throughout their lives. The increasing digitalization of society also brought about new ways of expressing oneself and interacting with others. This means that learners should also be equipped with socioemotional skills to effectively navigate their environment. One of the challenges is identifying which skills should be included in learning programs. This chapter presents how we generated a roster of 12 socioemotional skills that we targeted when we designed a 10-week early childhood literature-based program promoting socioemotional development. We reviewed various research and policy documents from different institutions, taking into consideration socioeconomic as well as psycho-educational views.

1. Introduction

1.1 Children and the digital age

The digital age has brought about profound changes in the environments in which children grow and develop, influencing their experiences, interactions, and development. While offering new opportunities for learning and socialization, it also presents challenges that require careful consideration and guidance from parents, educators, and policymakers.

Children now have unprecedented access to information through the internet [1]. This has implications for their learning, allowing them to explore a wide range of topics and gain knowledge beyond what is traditionally taught in schools. In line with this, children also now have access to a vast array of digital entertainment, including streaming services, video games, and interactive media [2]. This has changed the way children consume content and engage with entertainment, sometimes leading to concerns about screen time and its potential impact on physical and mental health [3]. Additionally, social interactions have expanded beyond face-to-face interactions to include online communication through social media, messaging apps, and online gaming. This digital connectivity can not only provide opportunities for socialization but also pose challenges related to cyberbullying, digital etiquette, and online safety [4]. Through the internet, they can connect with peers from different parts of the world, fostering cultural awareness and a global mindset. As such, the digital age has exposed children to global issues and perspectives. However, children’s privacy is a growing concern in the digital age. Online activities, social media usage, and interactions with digital devices can result in the collection of personal data. Ensuring children’s privacy and teaching them about online security are important aspects of digital parenting, where parents must navigate decisions about screen time limits, online safety, and helping children develop a healthy relationship with technology. Balancing the benefits of technology with potential risks requires thoughtful parenting strategies [5].

The digital age has made digital literacy an essential skill for children. They need to be adept at using technology, navigating online platforms, and critically evaluating information. Digital literacy is crucial for academic success and future career opportunities [6]. Digital technologies have introduced new educational tools and resources, such as educational apps, online courses, and interactive learning platforms. These resources can enhance children’s learning experiences and cater to individual learning styles.

Furthermore, the digital age has introduced new ways of learning, such as gamified educational platforms and virtual simulations [7]. These tools can enhance cognitive development by providing interactive and engaging learning experiences. On the other hand, the impact of screen time on children’s physical and mental health is a topic of ongoing research and discussion [8, 9, 10]. Sedentary behaviors associated with excessive screen time, exposure to inappropriate content, and the potential for digital addiction are areas of concern for parents and educators.

While the digital age has introduced innovative approaches to learning, it is important to balance the use of technology with traditional pedagogical methods and to address concerns related to screen time, digital distractions, and the need for critical thinking in evaluating online information. The digital age promotes a culture of lifelong learning. Children are encouraged to develop a growth mindset and the skills necessary to adapt to a rapidly changing world, fostering a love for learning that extends beyond formal education.

1.2 Socioemotional skills for the digital age

This overwhelming array of digital technologies has substantial effects on children’s development. Children’s self-expression and social interactions are mediated by technology, living their lives both in the real and the digital world. This will continue throughout their lives, with technology becoming more and more present in learning spaces and years after, in their workspaces, too. For children to thrive in this changing society, they should be equipped with appropriate skills starting at an early age. This includes the appropriate and intelligent use of digital technology focused on conceptual and technical knowledge, which are already being integrated into pedagogical practices worldwide [11]. Often neglected, though, is the curricular integration of intrapersonal and interpersonal skills that children need to handle the effects of technology on their social and emotional well-being. It is therefore important to explicitly include these skills in the educational programs.

The first step for doing so is identifying which of these skills is important for the digital age so these can be considered in designing a curriculum program. These skills can be identified using different equally valuable perspectives: social-economic and psycho-educational views. The socio-economic view looks at the impact of skills development on society, considering the potential economic contributions of healthy and productive individuals. The psycho-educational perspective looks at the acquisition of socioemotional (SE) skills as crucial for human development and personal relationships. These are what we considered in choosing the materials that we reviewed for this chapter.

In this paper, we will describe how we identified the SE skills relevant to the digital age. The results of this analysis informed us on how we designed a literature-based program promoting socioemotional skills for preschool children (socioemotional skills for the digital age (SEDA) program).

2. Background of the research project: developing an early childhood program

Determining the relevant SE skills for the digital age was a crucial first step in the research project, “Reading in Early Childhood Settings: Promoting Socioemotional Development for the Digital Age” by one of the authors, Ma. Lovena Moneva. In this quasi-experimental study, the intervention group composed of 4- to 6-year-old children participated in a literature-based program implemented in Slovak Kindergarten schools. This program, which uses children’s picture books, aims to promote socioemotional skills for the digital age (SEDA program). The first step for developing this program is to determine the scope of topics for the reading sessions.

Thus, it was crucial that we identify the SE skills that will be targeted in the program before choosing the learning materials and designing lessons. Considering that there is a plethora of SE skills that can be taught in the classroom, it was our task to choose and limit the skills to what are the most relevant.

The SE skills that we identified through the review described in this paper were used as lesson topics for the SEDA program. Weekly lessons using picture books that demonstrated each socioemotional skill were made and compiled into a manual that the teachers implemented in their classrooms [12]. Socioemotional skills, personality traits, home literacy environment, and story comprehension levels were gathered and compared before and after conducting the SEDA program [13]. The results of this research project will be published soon after.

3. The process of identifying socioemotional skills

We conducted a focused qualitative review of relevant policy documents, position papers, and research studies to identify relevant SE skills for the digital age. We have chosen literature from internationally recognized organizations because of their influence and impact on government policies which could potentially drive educational programs worldwide. We examined publications released by institutions focused on economic issues that explicitly mentioned socioemotional skills anticipated to be useful in the digital age or the twenty-first century. Aside from that, these publications have enumerated, through a framework or description in the text, a consolidated roster of multiple SE skills and not just focused on one skill. These documents provided macro-level perspectives, looking at possible societal and economic implications of having these skills, and therefore, could be considered in developing educational programs that prepare children for the ever-evolving digital age. The publications we reviewed are from two international economic organizations—the Organization for Economic Cooperation and Development (OECD) and the World Economic Forum (WEF):

• PISA 2012 Results: Ready to Learn (Volume III) [14]

• Skills for Social Progress: The Power of Social and Emotional Skills [15]

• Social and Emotional Skills: Well-being, connectedness, and success [16]

• New Vision for Education: Fostering Social and Emotional Learning through Technology [17]

We also examined a widely used framework in educational contexts from the Collaborative for Academic, Social, and Emotional Learning (CASEL). This was chosen because this framework had been used and cited in numerous research on socioemotional skills in children:

• CASEL Framework that was developed in 1994 [18]

Lastly, we have also included the Big 5 Personality Traits, which have also been mentioned as the main framework in some of the abovementioned literature we reviewed:

• Big 5 Personality Traits [19]

3.1 Review of the selected documents

To provide a better picture of how this review was conducted, we will describe our process, discussing how we analyzed the documents until we generated the roster of SE skills relevant to the digital age:

The OECD identified different sets of useful SE skills in several of their publications. Because of their mandate, they framed socioemotional skills as crucial for economic growth for current and future societies. In OECD’s analysis of PISA 2012 results [14, 20], they identified three socioemotional characteristics that promote better academic performance: high levels of self-belief, motivation, and expectations. Lastly, they have also identified specific skills that are drivers for lifetime success: emotional stability, conscientiousness, and sociability [21].

The OECD also developed two separate frameworks which enumerated skills that impact economic and social outcomes. First is the Framework for Cognitive, Social, and Emotional Skills [15]. From this framework, we extracted the social and emotional skills and subskills that they identified to impact economic and social outcomes:

• Managing emotions (Self-esteem, Optimism, Confidence)

• Achieving goals (Perseverance, Self-control, Passion for goals)

• Working with others (Sociability, Respect, Caring)

The second OECD framework is the Social and Emotional Framework [16] which was the foundation for their Survey on Social and Emotional Skills which they conducted at the beginning of 2023 [22]. This was based on an established framework Big 5 Personality Traits Model [19]: Neuroticism, Conscientiousness, Openness to Experience, Agreeableness, and Extraversion. In this OECD framework, broad categories and specific subskill were identified:

• Emotional regulation (Stress resistance, Optimism, Emotional Control)

• Task performance (Achievement Orientation, Responsibility, Self-control, Persistence)

• Open-mindedness (Curiosity, Tolerance, Creativity)

• Collaboration (Empathy, Trust, Cooperation)

• Engagement with others (Sociability, Assertiveness, Energy)

Aside from these five main skills, they added another category that involves a combination of the different skills:

• Compound skills (Self-efficacy, Critical thinking/Independence, Self-reflection/Metacognition)

The World Economic Forum or WEF [17], another international economic organization concerned with public-private partnerships, also enumerated SE skills. They have proposed that SE skills are the gaps needed for the twenty-first century and that these can be developed using technology and can determine success in school and eventually in the workplace. These include 16 skills for the 21st Century—6 foundational literacies (literacy, numeracy, scientific literacy, ICT literacy, financial literacy, and cultural and civic literacy); as well as 4 competencies, and 6 character qualities which can be considered socioemotional skills:

• Adaptability

• Initiative

• Persistence and grit

• Collaboration

• Communication

• Leadership

• Social and cultural awareness

The other three are cognitive abilities but are nevertheless related to SE development and are considered to also be important for the digital age:

• Critical thinking/problem-solving

• Creativity

• Curiosity

Aside from looking at SE skills using the lens of global and economic institutions, we also examined frameworks from a psycho-educational perspective. One widely used framework is from the Collaborative for Academic, Social and Emotional Learning (CASEL) [18]. The CASEL framework identified the following SE competencies needed to understand oneself and connect with others as well as to achieve personal goals and extend support to their communities:

• Self-awareness

• Social awareness

• Relationship skills

• Self-management

• Responsible decision-making.

Since its conception in 1994, the use of the CASEL framework expanded its reach when it was adopted by the UNESCO Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) as a primary reference for its programs [23]. As a consequence of its popularity, several education programs assessed or designed their programs using this framework [24, 25, 26, 27]. The original CASEL framework was not explicitly designed especially for the digital age but has since been updated to fit the rise of digital media use triggered by the COVID-19 pandemic when learning and work activities shifted to mostly online formats [28]. They reframed the skills that they identified to make it more applicable to the digital age wherein it considered the risks and opportunities that technology brings [29].

We extracted the socioemotional skills that were identified in each document and analyzed the definition and description of each term used. Based on the similarity and relationship of the constructs with each other, we matched and grouped the different terms used across the literature (See Table 1). There were times when the skills could clearly be matched with a concept from another source. However, there were also instances when a skill could be aligned to multiple terms. We described our analysis process in a subsequent section. In this review, we tried to capture as many related skills as we could but also, considering the fact that we must limit these concepts to fit 10 lessons for the literature-based program. Additionally, we have included empirical studies to establish the importance of these socioemotional skills to children in the digital age.

CASEL	PISA 2012	OECD framework for cognitive, social, and emotional skills	OECD Review of Longitudinal Studies	WEF Socioemotional Learning through Technology	Big 5 Personality Domains	OECD Renamed Big 5 plus compound skills (	OECD Big 5 plus compound skills
	Self-belief					Compound Skills	Self-efficacy
				Critical thinking; Problem solving			Critical Thinking/ Independence
Self-awareness							Self-reflection/ Metacognition
			Emotional Stability		Emotional Stability	Emotional Regulation	Stress resistance
							Optimism
Self-management		Managing emotions					Emotional Control
	Motivation	Achieving goals	Conscientiousness		Conscientiousness	Task Performance	Achievement orientation
Responsible decision-making							Responsibility
				Initiative
							Self-control
				Persistence and Grit			Persistence
				Curiosity	Openness to experience	Open-mindedness	Curiosity
				Adaptability			Tolerance
				Creativity			Creativity
Social Awareness		Working with others		Social and cultural awareness	Agreeableness	Collaboration	Empathy
Relationship skills							Trust
				Collaboration			Cooperation
			Sociability	Communication	Extraversion	Engagement with Others	Sociability
				Leadership			Assertiveness
							Energy
	Parental Expectations

Table 1.

Alignment of socioemotional skills for the digital age.

The initial list generated was included in an online survey distributed to kindergarten teachers in Slovakia between March and April 2022 [30]. This was done to seek validation for the relevance of each skill based on the teachers’ perspectives. The development process of the online instrument and partial results are discussed in detail in a conference paper by Moneva [30]. This was modified and redistributed in July 2022, accumulating the responses from the first and second rounds. In one section of the survey, the teachers were asked to identify the top three socioemotional skills relevant to the digital age. Based on the results of the survey, “leadership” was initially considered to be part of the roster of skills [30], but was eventually removed from the program because it had the least frequency count (f = 1) in the validation [13].

After the validation process, we were finally able to identify the SEDA skills used in designing the literature-based program:

• Self-awareness

• Managing emotions

• Initiative

• Responsible Decision-making

• Curiosity

• Creativity

• Adaptability

• Persistence

• Collaboration

• Communication

• Critical thinking and Problem solving

• Social and Cultural Awareness

4. Socioemotional skills for the digital age

In this chapter, we will discuss the socioemotional skills that we identified to be relevant to the digital age. Here, we describe how we matched the different concepts from the documents that we reviewed. Aside from that, we provided studies that support the importance of developing each skill in young children. Finally, we discuss why these skills are relevant to the digital age and throughout children’s lives.

4.1 Self-awareness

In the CASEL framework, Self-awareness is defined by CASEL as Self-reflection and Metacognition (considered as a Compound skill) as defined by the OECD [21, 29]. In both definitions, these involve the identification of emotions, feelings, and thoughts. Both also mention an awareness of the self, including the processing of experiences or self-perception and awareness of their strengths and weaknesses.

Young children are capable of being self-aware, in that they recognize the changes in their emotions (e.g. from happiness to sadness) [31]. Improved emotional awareness among preschool children is associated with a decrease in negative behaviors [32]. By 36 months, children may reach the stage of “Norm and Reputation” when they are able to have strategies on how they present themselves to gain positive evaluations from others [33].

Digital technology has been a strong influence in shaping people’s thoughts and identities. Social media, for example, shows people infinite possibilities of how they can live their lives. With the rise of “influencers” on the internet, children, who are at an impressionable age, are exposed to different lifestyles that may or may not be beneficial to them, depending on the content. This asks children to come back to themselves and reflect on who they are, how they learn, and what they can do despite external influences around them.

4.2 Managing emotions

Managing emotions is related to multiple concepts across the literature surrounding the regulation, control, and expression of emotions. In one of OECD’s papers, they conceptualized this as Emotional Stability which is the opposite of the Big 5 Personality Traits Neuroticism which involves resistance to stress, emotional control, and optimism [19, 21]. CASEL touched on the same concepts and coined this as Self-management, but added concepts related to another skill that we also identified—Initiative: self-discipline, self-motivation, goal-setting, and organizational skills [18, 29].

Children express a variety of emotions triggered by different situations they experience. For example, joy, among others, is displayed when doing play activities, while anger is shown when something is taken away from the child [34]. Technology also elicits both positive and negative emotions in children [35]. The content that children consume, or their use of digital devices, may trigger not only anxiety and sadness, but can also elicit happiness and joy. The stimuli that trigger these various emotions change rapidly with the speed of technology, which is evident in the rise of short-form content on social media, for example. It is of course normal to feel a variety of emotions, however, children should be able to manage and regulate emotional arousal and expressions in socially acceptable ways. This skill impacts how children react and interact with others, thus affecting their relationships as well as their personal well-being [36].

4.3 Initiative

Initiative or Taking Action is related to other SE skills across the reviewed literature. This is considered a behavioral characteristic of Self-Management since it involves doing activities of one’s accord [18]. This is also matched with the concept of Self-efficacy which involves skills such as engagement with others, emotional regulation, and conscientiousness and is therefore considered a Compound Skill [21]. Although this can be categorized in several different ways, in this review, we aligned it with Task Performance (Conscientiousness) which we conceptualized to be part of a process of starting an activity, which will eventually be implemented and completed [16, 19].

Preschool children who are classified to have high initiative levels understand the relevance of the activity, know the steps to be taken, have independence and fervor in accomplishing the task, and assess actions taken while doing the task [37]. Even when the activity is initiated by adults, preschool children are still able to assert themselves by asking questions, suggesting something new, challenging the ongoing interaction by putting forward new ideas, refusing ongoing tasks, and inventing new initiatives [38].

The multitude of choices presented in the digital age can be overwhelming. People can easily sit back and just be passive users of technology or consumers of content. However, to actively participate in the developments in society, people should have the initiative to participate and take action. Even at a young age, children can develop the skill of initiative-taking by providing an environment that encourages them to try out things on their own. If children develop that courage, they can bring that confidence when they grow up when they face bigger and more complicated tasks.

4.4 Responsible decision-making

Responsible decision-making is defined by CASEL as the ability “to make caring and constructive choices about personal behavior and social interactions across diverse situations [18]”. We related this with Responsibility which is part of Task Performance (Conscientious), therefore expanding the definition to being reliable, honoring commitments and being on time [16, 19].

This skill encourages children to reflect on the possible outcomes of actions taken and own the consequences of their actions. These characteristics are predictive of school and work outcomes beyond the preschool years [16]. This is particularly important in the digital age when children are given venues to express themselves and interact with others. Without proper monitoring from responsible adults, children can create multimedia content that may be harmful to themselves or others, for example. Children who are not aware of the possible effects of their actions (e.g. negative online feedback or sharing of private information) may experience its negative impact when it is too late. Therefore, children should be able to learn how to discern between options and choose the best choice considering possible consequences.

4.5 Curiosity

Curiosity is a skill that is categorized under Open-mindedness (Openness to experience) and is defined as the “interest in ideas and love of learning, understanding and intellectual exploration [16, 19]”. For Dewey, curiosity is manifested in different ways: physical, social, and intellectual [39]. This is evident in the preschool classroom, too. That is—First, physically by manipulating objects to discover the objects’ properties. Second, socially when the child needs more explanation about a phenomenon, by seeking answers from others. Finally, intellectually, when the children inertly become interested in understanding their environment. In a study with about 6200 kindergarten children [40], it was found that curiosity is significantly associated with reading and mathematics academic achievement. This is mediated by the children’s socioeconomic status, which suggests that curiosity may be enhanced by having access to more enriching environments.

Digital technology gives children access to massive volumes of information available at their fingertips. If taken advantage of properly, available information could feed into children’s curiosity, which increases their understanding of the world. This also opens children to different perspectives from those who have different backgrounds and perspectives, facilitating an exchange of ideas that happens in the digital space and the real world. Fostering curiosity through exposing children to new experiences and encouraging children to seek answers contribute to careers chosen in the future [41].

4.6 Creativity

Creativity is mentioned by the WEF and the OECD as an important SE skill. This was classified under Open-mindedness (Openness to Experience) and is defined as “generating novel ways to or think about things [17, 19, 21]”. Children’s creativity is influenced by their innate characteristics. It was found that courage and confidence are positively related to children’s creativity [42, 43]. This can be nurtured by providing a non-intimidating and encouraging environment where children can experiment and discover new ways of doing things. An environment that allows children to participate in play activities, particularly in social play where children talk and interact with each other, is also associated with the development of creativity [44, 45].

Creativity is related to making innovations, which is useful in the digital age when there is constant development of new technology. In an increasingly progress-driven world, creating things outside of what already exists is given much value. Emerging digital tools in multimedia and computer programming, for example, give opportunities to generate and actuate innovative ideas, and this should be taken advantage of. There are even specialized platforms and devices that allow children to use technology to create things. These new developments will continue into the future; therefore, children must be enabled to think outside what already exists, a skill that will be useful in school and at work.

4.7 Adaptability

Adaptability was defined by Thomas and Chess as “the extent to which a child responds to changes in the environment [46]”. They classified children according to temperaments, from “easy” to “difficult”. One of the characteristics of an “easy” child is being very adaptable. In our review, this skill is demonstrated by children through the ability to practice both flexibility and structure, adjusting to different situations effectively [17]. This can be related to Open-Mindedness (Openness to Experience). Aside from adapting to the environment, this skill also entails the ability to work with different people and is therefore related to the concept of tolerance [16, 21]. Higher levels of adaptability in children as early as 6 months old are associated with social outcomes and academic achievement during primary school [47].

Due to the fast-paced developments in technology, new and better digital and non-digital tools shape people’s realities. These developments that emerge in shorter gaps in time demand people to possess the skill of adaptability so that they can easily adjust to new environments. At an early age, children should learn how to respond to the use of new tools and adjust to unfamiliar situations effectively. It is a skill that will be useful throughout a person’s life as the environment will continue to change because of technological advancements.

4.8 Persistence

Persistence, which is defined as the ability to continue doing tasks until they are done, was mentioned by the WEF and the OECD as an important skill to possess in today’s society [16, 17]. This is categorized under Task Performance (Conscientiousness), and it involves the completion of an endeavor. The effects of having persistence in accomplishing tasks are evident even in kindergarten children. Children with higher levels of persistence have greater language and mathematics skills than children who are less persistent [48]. The effects of persistence at preschool also extend even to adulthood and were found to be a strong predictor of academic achievement at age 21 and of college completion at age 25 [49].

Innovations that the digital age presents, although generally positive, also present new tasks that might not have been dealt with in the past, and therefore, challenges and failure are possibilities. New technology has increased the speed and efficiency of systems and processes. Though this contributes to general productivity, this pace may also cause frustration when things do not work.

To effectively face the new challenges in the digital age, people must continue until a task is accomplished. Children who are used to the high efficiency and high speed of the digital world may feel frustrated if things do not work as they should, especially since they can easily quit in the middle of the process. Thus, children must develop persistence and determination in completing tasks and be prepared to face the obstacles that will come along the way.

4.9 Collaboration

Collaboration, which is defined as working with someone to achieve something, was matched with Working with others and Cooperation [15, 16, 17]. This was classified under the Agreeableness of the Big 5 Personality Traits [19]. In the OECD literature, Collaboration involves other SE skills involved in effectively interacting with others such as Empathy and Trust.

Collaboration among preschool children has been found to contribute to positive school performance. Children who worked in pairs tended to have higher learning gains compared to children who worked alone [50]. This interaction benefitted both high-achieving and low-achieving children in a dyad. In another study, peer support, which is shown through assisting and encouraging their classmate, is associated with children’s math performance [51]. This shows that giving preschool children the opportunity to work together towards a goal is beneficial for their social and cognitive development.

The world is more connected now than ever before, and there are plenty of ways where people can engage in collaborative activities. Digital technology and the internet provide opportunities to work together, closing the distance between people. As systems become more complex and global, there is a demand to collaborate and coordinate efforts to be able to effectively function in society [52]. There are digital tools available that allow people to share digital workspaces where people can work on the same projects. Numerous online platforms give people a venue to build on each other’s ideas to solve and create complex products and solutions. At a young age, children, therefore, should be equipped with the skills to work with others both online and in the real world.

4.10 Communication

Communication is a skill that has been related to several concepts in the documents that we reviewed. Based on the WEF Framework of twenty-first century skills, Communication involves creating a language-rich environment [17]. In the OECD Framework of Social and Emotional Skills, Communication is related to Sociability under the bigger umbrella of Engagement with Others (Extraversion) [16, 19, 21]. In the CASEL Framework, communication is part of Relational Skills [18].

Being able to communicate ideas, needs, and wants reflects social and cognitive abilities. Children’s language and communication abilities were negatively associated with behavioral problems and impulsivity [52, 53]. On the other hand, children with higher communication skills were found to be more reflective and tend to think before acting. These may contribute to the social acceptance of adults and peers [54, 55], which aids in building relationships.

The flow of communication has become effortless, instantaneous, and personal because of the availability of Internet mobile devices, such as cell phones, tablets, and laptops. However, even with this availability of channels, effective communication entails a clear message that will reach the intended audience. This involves not only skills in articulation and expression, but also skills for proper social interaction, all of which should be learned at a young age.

4.11 Social and cultural awareness

Social and Cultural Awareness, as described in WEF’s framework and the CASEL Framework (as Social Awareness), is a skill that fosters respect, tolerance, empathy, perspective-taking, and cultural self-awareness [17, 28]. Because of this definition, this was aligned with Empathy from OECD’s Social and Emotional Skills Framework, which is under the concept of Collaboration (Agreeableness) [16, 19].

Exposing children to cultures and languages different from their own increases their openness to diversity [56]. This does not happen overnight, though, because for preschool children to effectively develop positive attitudes towards people outside their group, they should be exposed to other cultures for an extended period [57]. However, teaching children about diversity is not always easy. In many cases, young children might not have the chance to immediately encounter people outside their local communities. Acceptance of other cultures is also highly influenced by the attitudes of the families, teachers, and schools [58]. This means social and cultural awareness begins with the people around children since they transmit their attitudes towards diversity.

There is an increasing need for social and cultural awareness as the world becomes more global, which is apparent in industries and institutions. Because of the global economy, people have become more mobile and have the chance to travel to different places and experience different cultures. Also, as people expand their social circles throughout their lives, they will inevitably meet people with different backgrounds. Having the awareness that people have similarities and differences in appearance, customs, and beliefs is an important skill that will hopefully foster mutual respect.

4.12 Critical thinking and problem solving

Critical thinking is the ability to analyze a situation and to use that knowledge to think of ways to apply another skill, Problem Solving [15, 16, 17]. These two, although at first glance are more related to thought-processing rather than socioemotional competencies, were included in our list because they interact with other skills we previously discussed. These two skills are crucial to the digital age since they are used not only in dealing with more cognitive processes but also in assessing social situations and interacting with other people.

First, Critical thinking is the most important skill that could be learned in school [59] and therefore, many pedagogical techniques are employed to develop this skill. In the preschool classroom, critical thinking is promoted by using questioning techniques, inquiry-based techniques, and story-based approaches during instruction [60]. In the digital age, there is an abundance of sources of information about anything in the world, and these are available at the click of a button. The challenge that children now face is to filter the information to what is truthful and useful. This is where critical thinking comes in as children should be able to evaluate information that they encounter by encouraging them to ask questions themselves.

Next, Problem Solving is a skill that continues to be important throughout an individual’s life in dealing with challenges encountered every day. Various classroom activities could help foster the problem-solving skills of children. This includes direct instruction of step-by-step procedures for dealing with problems, reading story books that target problem-solving skills, and embedding opportunities throughout the classroom routine for children to solve problems on their own [61, 62, 63]. New and complex challenges will certainly arise considering the fast changes in the environment. Giving children opportunities to figure out problems on their own and allowing them to try out different solutions will give them the confidence that they need to solve bigger challenges in the future.

5. Conclusion: socioemotional skills for the digital age

In this chapter, we have outlined the process of identifying socioemotional skills relevant to the development of learning programs for young children. In doing so, the identified SE skills were also expounded on in light of their importance, impact, and relevance in the digital age.

The rapid pace of technological advancements requires individuals to adapt to changes quickly. The digital age is characterized by information overload and complex challenges. Critical thinking and problem-solving skills are crucial for analyzing vast amounts of information, making informed decisions, and solving complex problems in various domains. Skills like adaptability and flexibility enable individuals to learn and adjust to new technologies and ways of working. Creativity and innovation skills are essential for generating new ideas, solving novel problems, and thinking outside the box in a digital environment.

The previous subsections showcase SE skills as highly applicable and beneficial for lifelong learning. As individuals navigate their educational journey and beyond, these skills contribute to a never-ending loop of personal growth, adaptability, and success in various aspects of life: Lifelong learners—going beyond the youngest through the oldest in the human lifespan—who are self-aware understand their strengths, weaknesses, and areas for improvement. This awareness allows them to make informed decisions about their learning goals and strategies. Lifelong learners who can manage their emotions effectively are better equipped to persist through challenges and setbacks instilling how emotional regulation is crucial in handling the ups and downs of the learning process. Lifelong learners also take the initiative in identifying new areas of interest, setting goals, and pursuing continuous learning opportunities. Initiative is essential for staying curious and engaged throughout one’s lifetime. Lifelong learners make responsible decisions about their learning paths, balancing immediate desires with long-term goals. This skill is vital for navigating the myriad of choices available in the modern learning landscape. Making responsible decisions goes hand in hand with being curious, as individuals who maintain a curious mindset seek out new information, explore diverse topics, and remain open to continuous intellectual explorations, making it one of the driving forces behind lifelong learning. Much in the same way, lifelong learners approach problems with creativity and innovation. They see learning as a dynamic, evolving process and find novel ways to connect and apply knowledge across various domains. Furthermore, lifelong learners embrace change and are adaptable to evolving technologies and learning environments. They readily adjust their learning strategies to suit new contexts and demands. The digital age requires lifelong learners to take initiative, be proactive, and make responsible decisions independently. This includes ethical decision-making in the context of technology use and data privacy.

Lifelong learning is a journey that involves overcoming obstacles and persevering through challenges. Facing setbacks and challenges is inevitable in the digital age. Persistence allows individuals to continue learning, despite difficulties or initial setbacks. Many tasks in the digital age are collaborative, requiring effective teamwork. Skills, such as collaboration, empathy, and conflict resolution, are vital for successful team interactions, whether in physical or virtual environments. The global nature of digital interactions makes social and cultural awareness crucial. Understanding diverse perspectives and cultural nuances is important for effective communication and collaboration in a connected world—contributing to one’s profile of being a lifelong learner.

The skills identified in this chapter are what are also known as soft/transferable skills which are given high value by employers [64, 65]. These soft/transferable skills are also said to enhance employability upon graduation, whether a graduate chooses to delve into different industries or businesses or take the academic route [65]. However, in recent years, employers have reported that graduates are more and more lacking in soft/transferable skills upon graduation [66]. While researchers are pointing towards individual self-awareness and personal literacy of the graduates, or what they call “graduateness” [67, 68, 69]. Kemp and Seagraves pointed out that educational institutions must also be more intentional and deliberate in developing these skills [70], starting from the youngest learners.

We highlight these SE skills as relevant to developing curricula, teaching programs, and materials for learning and development. Curriculum development across the human lifespan should not only consider the evolving needs, capacities, and contexts of learners at different stages of life, but also consider what society needs at a certain point in history. Integrating SE skills into the curriculum is crucial for fostering holistic development and preparing individuals for lifelong learning. Incorporating activities, games, and teaching strategies that focus on these SE skills in the kindergarten curriculum (and beyond) can contribute significantly to the holistic development of young children, preparing them for future academic and social challenges.

By integrating and honing these SE skills, individuals are better equipped to embark on a lifelong learning journey. These skills not only enhance the learning process itself but also contribute to personal fulfillment, career success, and meaningful engagement in an ever-evolving world. They enable individuals to adapt to new opportunities, stay motivated, and continuously grow throughout their lives. It is important, therefore, to create supportive environments where individuals can have various learning opportunities that help them develop in all domains. A holistic approach to education and personal development, including cognitive, emotional, and social aspects, can help mitigate these potential risks and promote a well-rounded set of skills in individuals. Additionally, providing children guidance on ethical behavior, resilience, and balanced self-perception is essential in addressing these potential challenges.

Acknowledgments

This publication has received funding from the European Union’s Horizon 2020 research and innovation programme under the Marie Skłodowska-Curie grant agreement No 860516. This publication was also partially funded by the Norwegian Research Council, connected with the KINDknow Centre (Kindergarten Knowledge Centre for Systemic Research on Diversity and Sustainable Futures), Western Norway University of Applied Sciences, with grant number 275575.

Conflict of interest

The authors declare no conflict of interest.