國立虎尾科技大學 |

Social and Emotional Learning in Preschool : = An Evaluation of Strong Start Pre-K.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Social and Emotional Learning in Preschool :/
其他題名:	An Evaluation of Strong Start Pre-K.
作者:	Gunter, Leslie.
面頁冊數:	1 online resource (107 pages)
附註:	Source: Masters Abstracts International, Volume: 83-01.
Contained By:	Masters Abstracts International83-01.
標題:	Curriculum development. -
電子資源:	click for full text (PQDT)
ISBN:	9798664763997

Social and Emotional Learning in Preschool : = An Evaluation of Strong Start Pre-K.
Gunter, Leslie.

Social and Emotional Learning in Preschool :An Evaluation of Strong Start Pre-K. - 1 online resource (107 pages)

Source: Masters Abstracts International, Volume: 83-01.

Thesis (Ed.S.)--Brigham Young University, 2012.

Includes bibliographical references

Young children face unique social challenges, and they need social and emotional resilience skills in order to navigate their way through school. Many of the children who need the most help are in family situations where parents are not able to teach these skills. Students can become more resilient through social and emotional learning (SEL) in the classroom. SEL teaches children to identify the emotions of themselves and others, to communicate their emotions in a nonviolent way, and to be good friends. By teaching SEL at a young age, teachers can help children become more adept as they make friends and learn how to interact in social situations, thus bolstering their relationships with friends and adults. Improved social and emotional skills help students succeed in academics and with their peers as they form social connections. Strong Start Pre-K, a social and emotional learning curriculum, was evaluated in a local preschool program. Using a nonequivalent control group design, two preschool teachers taught the curriculum in their classrooms, and a third classroom was the control. Both before and after the implementation of the curriculum, data were gathered from classroom teachers on their students' emotional regulation, internalizing behaviors, and the teachers' perceived relationships with their students. Results indicated a slight increase in emotional regulation and a significant decrease in internalizing behaviors in the treatment groups. Student-teacher relationships improved, specifically with a decrease on the subscale of Conflict. Treatment fidelity indicated that teachers were able to implement most or all of the components of each lesson 90% of the time. Social validity measurements indicated that the teachers would recommend the curriculum to other educators.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798664763997Subjects--Topical Terms:

1148494
Curriculum development.
Subjects--Index Terms:

Social and emotional learningIndex Terms--Genre/Form:

554714
Electronic books.

Social and Emotional Learning in Preschool : = An Evaluation of Strong Start Pre-K.
LDR:03119ntm a22003737 4500 001 1152847
005 20241216064735.5
006 m o d
007 cr mn ---uuuuu
008 250605s2012 xx obm 000 0 eng d
020 $a 9798664763997
035 $a (MiAaPQ)AAI28112235
035 $a (MiAaPQ)BrighamYoung4250
035 $a AAI28112235
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Gunter, Leslie. $3 1479940
245 1 0 $a Social and Emotional Learning in Preschool : $b An Evaluation of Strong Start Pre-K.
264 0 $c 2012
300 $a 1 online resource (107 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Masters Abstracts International, Volume: 83-01.
502 $a Thesis (Ed.S.)--Brigham Young University, 2012.
504 $a Includes bibliographical references
520 $a Young children face unique social challenges, and they need social and emotional resilience skills in order to navigate their way through school. Many of the children who need the most help are in family situations where parents are not able to teach these skills. Students can become more resilient through social and emotional learning (SEL) in the classroom. SEL teaches children to identify the emotions of themselves and others, to communicate their emotions in a nonviolent way, and to be good friends. By teaching SEL at a young age, teachers can help children become more adept as they make friends and learn how to interact in social situations, thus bolstering their relationships with friends and adults. Improved social and emotional skills help students succeed in academics and with their peers as they form social connections. Strong Start Pre-K, a social and emotional learning curriculum, was evaluated in a local preschool program. Using a nonequivalent control group design, two preschool teachers taught the curriculum in their classrooms, and a third classroom was the control. Both before and after the implementation of the curriculum, data were gathered from classroom teachers on their students' emotional regulation, internalizing behaviors, and the teachers' perceived relationships with their students. Results indicated a slight increase in emotional regulation and a significant decrease in internalizing behaviors in the treatment groups. Student-teacher relationships improved, specifically with a decrease on the subscale of Conflict. Treatment fidelity indicated that teachers were able to implement most or all of the components of each lesson 90% of the time. Social validity measurements indicated that the teachers would recommend the curriculum to other educators.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Curriculum development. $3 1148494
650 4 $a Early childhood education. $3 557157
653 $a Social and emotional learning
653 $a Prevention
653 $a Preschool
653 $a Student-teacher relationships
655 7 $a Electronic books. $2 local $3 554714
690 $a 0727
690 $a 0518
710 2 $a Brigham Young University. $3 1187870
710 2 $a ProQuest Information and Learning Co. $3 1178819
773 0 $t Masters Abstracts International $g 83-01.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28112235 $z click for full text (PQDT)