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An Analysis of Effective Social-Emotional Instructional Practices for Kindergarten Readiness.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	An Analysis of Effective Social-Emotional Instructional Practices for Kindergarten Readiness./
Author:	Kroog, Maureen.
Description:	1 online resource (234 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 83-09, Section: A.
Contained By:	Dissertations Abstracts International83-09A.
Subject:	Early childhood education. -
Online resource:	click for full text (PQDT)
ISBN:	9798209907176

An Analysis of Effective Social-Emotional Instructional Practices for Kindergarten Readiness.
Kroog, Maureen.

An Analysis of Effective Social-Emotional Instructional Practices for Kindergarten Readiness. - 1 online resource (234 pages)

Source: Dissertations Abstracts International, Volume: 83-09, Section: A.

Thesis (Ed.D.)--Caldwell University, 2022.

Includes bibliographical references

There are effective social-emotional instructional practices as identified by preschool teachers, kindergarten teachers, and their evaluators for kindergarten readiness. Social-emotional learning (SEL) has been demonstrated to significantly impact students academically and socially in and out of the classroom. According to Ng and Bull (2018), the importance of social-emotional learning and development is that it has an impact on academic outcomes. Additionally, in shaping foundations for lifelong learning in early childhood education, children must be equipped with academic knowledge and social-emotional skills and competencies. According to Ng and Bull (2018), "Little is known about when or how kindergarten teachers actively adopt similar strategies to facilitate SEL in the classrooms" (p. 337). The purpose of this study was to examine what preschool teachers, kindergarten teachers, and evaluators of preschool and kindergarten teachers determine to be effective social-emotional instructional practices for kindergarten readiness. The data collected from the preschool teachers, kindergarten teachers, and evaluators of preschool and kindergarten teachers were analyzed and compared to the Teaching Pyramid Model Framework using the Teaching Pyramid Observation Tool (TPOT) and New Jersey Department of Education using the Collaborative for Academic Social-Emotional Learning (CASEL) Model as a guide. Descriptive statistics were used to summarize the seven domains of social-emotional instructional practices as aligned to the Pyramid Model Framework and CASEL model framework for social-emotional instructional practices for effective preparation for kindergarten readiness. The study was conducted in school districts across Hudson County, New Jersey. The results of the descriptive statistics of the seven domains of social-emotional instructional practices for effective preparation for kindergarten readiness regardless of current position ranked, classroom schedule/routines the most important social-emotional instructional practice for effective preparation for kindergarten readiness, followed by problem-solving, friendship skills, and emotions. Behaviors, classroom arrangement, and following directions were the less favorable social-emotional instructional practices for effective preparation for kindergarten readiness.

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

Mode of access: World Wide Web

ISBN: 9798209907176Subjects--Topical Terms:

557157
Early childhood education.
Subjects--Index Terms:

Kindergarten readinessIndex Terms--Genre/Form:

554714
Electronic books.

An Analysis of Effective Social-Emotional Instructional Practices for Kindergarten Readiness.
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