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<p>Amid growing interest in the use of animated media to enhance social-emotional development in early childhood, this study investigates the comparative effects of foreign and local content in Nigerian preschool settings. Over four weeks, 200 children were exposed to foreign animated content during Weeks 1–2 and local Nigerian animation during Weeks 3–4. SEL behaviors, empathy, self-regulation, cooperation, and turn-taking, were assessed weekly using the Cartoon Social Behavioral Observation Scale (CSBOS), while teacher interviews provided qualitative insights. Quantitative analysis revealed statistically significant improvements in empathy and self-regulation following exposure to local content, as measured by paired samples t-tests. Descriptive findings also showed increases in cooperation and turn-taking during the local media phase. Thematic analysis of educator interviews identified three major themes: emotional resonance, behavioral reenactment, and cultural familiarity. Children demonstrated stronger verbal engagement, emotional expression, and peer modeling during the local content phase. The findings underscore the value of culturally relevant animated media as a pedagogical tool for SEL, highlighting its potential to support emotional development and identity formation when paired with guided reflection. These results have practical implications for educators, media developers, and policymakers seeking to integrate media into early childhood instruction. The study also contributes globally by advocating for culturally contextualized SEL frameworks in media-rich educational environments.</p>

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Media and Social-Emotional Learning in 3–6-Year-Olds: A Mixed-Methods Study in Nigeria

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年12月4日

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  • Lawrence Ekpemi Izuagie

摘要

Amid growing interest in the use of animated media to enhance social-emotional development in early childhood, this study investigates the comparative effects of foreign and local content in Nigerian preschool settings. Over four weeks, 200 children were exposed to foreign animated content during Weeks 1–2 and local Nigerian animation during Weeks 3–4. SEL behaviors, empathy, self-regulation, cooperation, and turn-taking, were assessed weekly using the Cartoon Social Behavioral Observation Scale (CSBOS), while teacher interviews provided qualitative insights. Quantitative analysis revealed statistically significant improvements in empathy and self-regulation following exposure to local content, as measured by paired samples t-tests. Descriptive findings also showed increases in cooperation and turn-taking during the local media phase. Thematic analysis of educator interviews identified three major themes: emotional resonance, behavioral reenactment, and cultural familiarity. Children demonstrated stronger verbal engagement, emotional expression, and peer modeling during the local content phase. The findings underscore the value of culturally relevant animated media as a pedagogical tool for SEL, highlighting its potential to support emotional development and identity formation when paired with guided reflection. These results have practical implications for educators, media developers, and policymakers seeking to integrate media into early childhood instruction. The study also contributes globally by advocating for culturally contextualized SEL frameworks in media-rich educational environments.