Social-emotional learning (SEL) is particularly important in early childhood, as it serves as a basis for the learners’ development, helping them function effectively at school and in life in general (Cline, 2019). This is all the more so in a diverse and segregated society where the need for developing awareness of others and enhancing skills for their acceptance is acute (Weissberg & Cascarino, 2013).

While designing SEL programs, the learners’ sociocultural background is important (Kopelman-Rubin, 2020). Israel is a highly diverse and segregated society. The relations between its various cultural communities are characterized by inequality, a lack of dialogue, and mutual denial. This is particularly so regarding the Jewish majority and Palestinian-Arab minority (Smooha, 2010). Recent recommendations from an expert committee called for the Israeli educational system to foster SEL to address these cultural tensions (Benbenishty & Friedman, 2020).

Given the dearth of studies in this area, it is important to examine the effectiveness of programs based on children’s literature in establishing socioemotional skills in the Israeli education system, as well as compare Arabic and Hebrew books in this regard. Examining children’s books included in government programs is particularly important, as they serve as major socialization agents and are accessible to large populations (Haj Yahya, 2021). Accordingly, the present study examines the following question: How are social-emotional skills reflected in Arabic and Hebrew children’s books included in two government programs for Jewish and Arab schools, respectively?

The current study focuses on Hebrew children’s books included in the educational program “March of Books," intended for Jewish schools, and its sister program for Arab schools. From the different age groups participating in this program (1st–3rd, 4th–6th, 7th–9th, and 10th–12th), this study will focus on the 50 books intended for the 1st–3rd age group for the 2020–21 school year (25 each from the Arabic and Hebrew programs).

The findings indicate that world literature works translated into either Hebrew or Arabic have established socioemotional skills more than the original works in either language. Moreover, Hebrew works have established such skills more than Arab ones. Finally, whereas the Hebrew works have established individual skills such as self-management, in addition to social awareness skills designed to strengthen individuals’ attachment to their country, the Arab works have established interpersonal skills designed to strengthen individuals’ attachment to their immediate social environment. These differences suggest that the determination of skills to be provided by children’s books is affected by external, sociopolitical factors and by divergent cultural perceptions of childhood.

According to Desai et al. (2014), SEL should contribute to equality and social justice. While not applied to the most crucial area of the Jewish-Arab conflict in Israel, this is applied in the Hebrew program in the context of equality between different Jewish ethnic groups (two titles), between the genders (15), and across ages (20). This is done by granting space and power to characters identified with marginalized population. Thus, the Hebrew program attempts to establish a pluralist and multicultural approach within Jewish society, but not beyond. Similarly, the Arabic program tries to establish equality and social justice using different strategies, including protesting against injustice or resisting threatening external elements (7). This finding supports Agbaria’s (2020) conclusion that indigenous minorities often experience racism and discrimination, which become integral to their collective identity. 

This is a qualitative study that combines two methods or approaches: content analysis and semiotic analysis (Bauer & Gaskell, 2000). The content analysis method was used for the analysis of the written texts in the children's books participating in the study, and the semiology method for the analysis of the visual images in these books. The analysis of the books was done in two stages: First, texts and images that contribute to developing the skills in CASEL’s (2020) SEL model were identified. Next, they were classified into themes and subthemes: every theme related to one socioemotional skill (self-awareness, self-management, responsible decision-making, relationship skills, or social awareness), and the subthemes referred to the subskills included in each skill.

Children’s literature may be used to promote SEL when integrated into government educational programs that strike a balance between local and world literature, represent the sociocultural diversity in the learner’s immediate environment, and promote multicultural values. The current findings can help decision-makers determine the contents and select the titles most appropriate for SEL. Finally, they may provide a practical guide, helping authors of children’s books integrate socioemotional skills into their works.

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