Pilot and Refinement of RULER in Chinese Kindergartens ======= *Overview* ------- The purpose of this project is to lay the groundwork for introducing and infusing RULER into Kindergartens across China as well as studying SEL, RULER, and emotional intelligence. Beginning in 2018, project activities include: - Developing Chinese-based strategic partners to support RULER in local Kindergartens and to promote research - Translating and culturally adapting RULER's approach to school-based SEL for use in Chinese Kindergartens based on our emerging understanding of the role of emotional intelligence with Chinese children and their teachers - A systematic review of emotion suppression in China - A meta-analysis of school-based SEL programming in China - An investigation of how teachers use stories for children’s SEL - Cultural adaptation and validation of assessments of children’s emotional intelligence Partners for this project include the [Yale Center Beijing][1],[Yale China Association][2], [Northeast Normal University][3], [Fujian Preschool Education College][4], and [Hunan Normal University][5]. Annual Reports are provided. @[osf](fczhw) **Cultivated partnerships with Chinese Universities:** To support piloting of RULER in local kindergartens and research, Yale cultivated relationships with Chinese-based Universities as partners and strategic collaborators. Our three university partners–Northeast Normal University, Hunan Normal University, and Fujian Preschool Education College–five affiliated Kindergarten lab schools: - Northeast Normal University Affiliated Preschool - Northeast Normal University-Jingyue Affiliated Preschool - Hunan Normal University Affiliated Preschool - Fujian Preschool Education College Affiliated Preschool No. 1 - Fujian Preschool Education College Affiliated Preschool No. 2 **Cultivated partnerships with Chinese Universities:** To support piloting of RULER in local kindergartens and research, Yale cultivated relationships with Chinese-based Universities as partners and strategic collaborators. Our three university partners–Northeast Normal University, Hunan Normal University, and Fujian Preschool Education College–five affiliated Kindergarten lab schools. **RULER translation, cultural adaptation, and refinement:** In partnering with local experts, we started this work by translating and cultivating adapting RULER training materials, curricula, and resources. Importantly, these activities have continued throughout the project and have led to refinements as we learn more. Using data we’ve collected during virtual coaching sessions with the five Chinese kindergartens, we have learned about the successes, challenges, and barriers to implementing RULER successfully. **RULER training, coaching, and implementation support:** In November 2019, Yale traveled to Beijing, China, to conduct a three-day RULER Institute. Training participants included RULER Implementation teams of 3-5 leaders and educators at each of the five Chinese Kindergartens in addition to Chinese University partners. Due to the COVID-19 pandemic, all remaining RULER coaching, training, and implementation support activities were virtual and have been ongoing. For example, in March 2021, educators from the five Chinese Kindergartens participated in RULER’s Early Childhood Classroom Curriculum Training, which was conducted virtually over six weeks. **RULER training, coaching, and implementation support:** In November 2019, Yale traveled to Beijing, China, to conduct a three-day RULER Institute. Training participants included RULER Implementation teams of 3-5 leaders and educators at each of the five Chinese Kindergartens in addition to Chinese University partners. Due to the COVID-19 pandemic, all remaining RULER coaching, training, and implementation support activities were virtual and have been ongoing. For example, in March 2021, educators from the five Chinese Kindergartens participated in RULER’s Early Childhood Classroom Curriculum Training, which was conducted virtually over six weeks. **RULER personal and professional learning and RULER classroom instruction:** After participating in the inaugural RULER Institute in 2019, the five Chinese Kindergartens began implementing RULER with their staff and continued throughout 2020. In 2021 and throughout 2022, Kindergartens implemented RULER in classrooms with children. **RULER qualitative and quantitative data collection and analysis:** RULER implementation at each Kindergarten is tracked at multiple timepoints using different instruments (e.g., virtual coaching logs, surveys). We continue to collect implementation data to inform implementation effectiveness, translation, cultural adaptation, and refinement. **Systematic Review of SEL in China:** Beginning in 2022, we began conducting a systematic review to learn about how emotion supression is defined, operationalized, and measured among Chinese children and differences and/or similarities to definitions, operationalizations, and measurement in Western countries–mostly the United States. We have reviewed articles written in both English and Mandarin and published in both English-based and Chinese-based journals. **Using personal stories to promote SEL:** In 2022, we conducted **cross-cultural focus groups** with Chinese Kindergarten teachers and US preschool teachers to learn about how RULER is implemented in early childhood classrooms with a focus on using personal stories as an SEL teaching tool. All materials can be found under **[Research_2022 Focus Groups.][6]** **Assessment Development:** We are collaborating with our Chinese university partners on refining and culturally adapting the Affective Knowledge Test (Denham, 1996) to provide a reliable, valid, and culturally compatible measure of children’s emotional competence. All materials are archived under **[Research_2022 Assessment Development.][7]** **Partnerships and Scaling RULER:** An advisory board was formed in 2021 to support the development of a strategic plan and to forge new partnerships that will allow RULER to grow in China. The list of advisory board members can be found [here][8]. [1]: https://centerbeijing.yale.edu/ [2]: https://www.yalechina.org/ [3]: https://en.nenu.edu.cn/ [4]: https://free-apply.com/en/university/1015601576 [5]: https://english.hunnu.edu.cn/ [6]: https://osf.io/hzjq4/files/osfstorage [7]: https://osf.io/hzjq4/files/osfstorage [8]: https://osf.io/vteca