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Structured Social-Emotional Instruction at the Pre-Kindergarten Level: Effects on Social-Emotional Competencies.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Structured Social-Emotional Instruction at the Pre-Kindergarten Level: Effects on Social-Emotional Competencies./
Author:	Bason-Hodges, Virginia G.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	198 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-12, Section: B.
Contained By:	Dissertations Abstracts International81-12B.
Subject:	Education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28001426
ISBN:	9798641578026

Structured Social-Emotional Instruction at the Pre-Kindergarten Level: Effects on Social-Emotional Competencies.
Bason-Hodges, Virginia G.

Structured Social-Emotional Instruction at the Pre-Kindergarten Level: Effects on Social-Emotional Competencies. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 198 p.

Source: Dissertations Abstracts International, Volume: 81-12, Section: B.

Thesis (Ed.D.)--Concordia University Texas, 2020.

This item must not be sold to any third party vendors.

Frequently, pre-school children are without the necessary social skills needed for success in school. The researcher explored behavioral changes in pre-kindergarten students with data collection before and after social-emotional instruction. Social-emotional instruction is considered, by many educators, to be time consuming and inconsequential in an already filled instructional day. Many teachers have confidence that students will gain the necessary social skills through simple interactions with their peers throughout the school day and assume that socially appropriate behaviors have been modeled and taught at home. However, social-emotional instruction is immutable if students resolve to gain the essential social skills to be successful in school and later in life. This research involved pre-kindergarten students in typical childcare classroom settings, using direct instruction, games, and role-play. The study investigated the impact of a social-emotional instruction curriculum Positive Action on the social skills of pre-kindergarten students. Students were encouraged to learn more about social interactions and social skills using the Positive Action system. Teachers discovered that students tended to improve in the area of social interaction. They noted that peers played well together and used socially appropriate language more frequently after they had experienced social-emotional intervention.Teachers were interviewed pre and post social-emotional intervention, and data were collected, and trends were examined. Teachers observed encouraging improvements in students' social skills, which were celebrated and encouraged. Generalization was observed in multiple areas of social-emotional growth as teachers observed students continuing to use and reinforce the social skills; they learned with one another. Data indicated that all five teachers noted a positive trend, the lessons were enjoyable and relatable, and students began using their new social-emotional language and skills very quickly. The teachers said they discovered that social-emotional intervention, when used with fidelity, makes a positive impact on the social-emotional behaviors and competencies of young children.

ISBN: 9798641578026Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

Behavior

Structured Social-Emotional Instruction at the Pre-Kindergarten Level: Effects on Social-Emotional Competencies.
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