Social and Emotional Learning in the Kindergarten Classroom: Evaluation of the Strong Start Curriculum

Abstract

There has been increasing interest in the promotion of social and emotional learning in schools, and research has shown positive outcomes. However, relatively few studies have been conducted in kindergarten classrooms or considered the feasibility of kindergarten implementation. This study examined the effects of Strong Start on the social and emotional competence of 67 kindergarten students, using a time-series design. Four kindergarten teachers taught the ten Strong Start lessons in their classrooms. Results indicated gains in students' prosocial behaviors and decreases in internalizing behaviors, as rated by teachers and parents. Implementation integrity and teachers' ratings of social validity were high, suggesting the program's feasibility and potential effectiveness in natural classroom settings. Limitations and implications are discussed.

Investigating the Perceptions of Social Studies Teachers’ Practices in Qatari Preschools/Katar Anaokullarında Görev Yapan Sosyal Bilgiler Öğretmenlerinin Uygulamalarına İlişkin Algılarının İncelenmesi

“…There have been limited studies about the application of the social science curriculum in early childhood education (e.g., Caldarella et al, 2009;Kramer et al, 2010;Whitcomb and Merrell, 2011). In the region, there was only one study in the United Arab Emirates that investigated the views of Kindergarten teachers on curriculum, instruction, and assessment (Al-Momani, Ihmeideh, and Momani, 2008).…”

Efecto del programa Aprender a Convivir en la competencia social y en los problemas de conducta del alumnado de 3 años

“…También se hallaron resultados positivos con alumnado de 4 años de edad tras la implementación del programa Aprender a Convivir (Benítez, Fernández, Justicia, Fernández y Justicia-Arráez, 2011a), dado que los alumnos pertenecientes al grupo experimental mejoraron de forma significativa con respecto a los del control en competencia social. En el ámbito internacional también se han obtenido resultados positivos tras la aplicación de programas de intervención educativa en población infantil, los cuales provocaron una mejora significativa en el comportamiento prosocial del alumnado (Kramer, Caldarella, Christensen y Shatzer, 2010;Domitrovich et al, 2007;Moraru, Stoica, Tomuletiu, Filpisan, 2011;Ştefan y Miclea, 2013).…”

Using Kindergarten Entry Data to Guide Teachers' Skills, Beliefs, Self-Efficacy, and Practices through Instructionally Focused, Data-Driven Consultation

“…When specific expectations are established for social and approaches to learning skill acquisition, teachers are noted as engaging in SEL-related instruction more frequently and students demonstrate better skill development in these domains (Payton et al, 2008;Zinsser, Weissberg & Dusenbury, 2013). On the other hand, preliminary evidence suggests few kindergarten teachers implement robust social-emotional instruction without these standards or assistance from a SEL-specific curriculum (Dusenbury et al, 2014;Kramer Caldarella, Christensen, & Shatzer, 2010).…”

“…Other explanations for this lack of SEL practices could relate to the reluctance of schools and educators to dedicate instructional periods to non-academic domains (Kramer et al, 2010;Seifer, Gouley, Miller, & Zakriski, 2004). Regardless of the explanation, teachers' lack of SEL instruction is easily supplemented with relatively minor interventions (Bierman et al, 2008;Kramer et al, 2010), creating a prime target for professional development aiming to align instruction with evidence-based practices.…”

“…Unlike models for improving teachers' academic skill instruction, PD aimed at augmenting teachers' social-emotional teaching practices will likely need to build teachers' selfawareness and -regulation (Brown, Ryan, & Creswell, 2007;Jennings & Greenberg, 2009). Another possible cause could relate to the reluctance of schools and educators to implement SEL for fear of losing instruction time to non-academic domains (Kramer, Caldarella, Christensen, & Shatzer, 2010Seifer et al, 2004. Likely, the explanation lies somewhere between these possibilities, suggesting the path to improving social emotional instruction in classrooms will necessitate intervention at the teacher-and school-level.…”