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Research Proposal: Effects of Early Childhood Education on Childrens Social-Emotional Development Tammy Hardigree California Baptist University

Chapter One The Problem and Its Investigation Early childhood is a critical period in childrens lives when they are developing the skills needed to set a solid foundation for their lives. The first five years of life is a time when childrens learning experiences and interactions with adults and their peers shape their understanding of the world around them. Early childhood education offers children an opportunity to explore their world in the context of relationships that allow them to develop social-emotional skills that are important elements of well being to the whole child. Young children in early childhood programs who are three-to-four years old benefit from learning experiences that encourage children to use social-emotional skills as they build academic and social skills they will need for kindergarten (Fantuzzo, Bulotsky-Shearer, Fusco, & McWayne, 2005). Young children who attend early childhood programs are often better equipped with social-emotional skills than their same age peers who do not attend a program prior to being in kindergarten (Gormley, Phillips, Newmark, & Perper, 2009). Center-based programs are one type of early childhood environment that offers young children a place to practice skills in all domains of development, including social-emotional skills that are important to their success in social settings both individually and in interacting with others. Since such programs offer care and education at a critical point in childrens lives, it is important to be aware of the impact these environments have on the developing selves of young children.

Statement of the Problem The purpose of this thesis is to determine the effects of center-based early childhood programs on the social-emotional development of three and four year old children. The following questions will be investigated: 1. How do center-based early childhood programs effect young childrens social-emotional development? 2. What is the difference in childrens social-emotional competency skills between beginning a program, and after attendance for one academic year? 3. What is the discrepancy in the rate of development of social-emotional skills between groups of three-year-old children, and groups of children who are four-years-old? Rationale Early childhood is a critical time in life when young children learn skills and develop abilities that set the stage for future development. Social-emotional development is at the foundation of healthy growth and learning in early childhood. Children develop competencies in these areas through observation, interactions with peers and adults, and learning experiences that promote children to practice new skills for continued growth. The social-emotional domain includes abilities and skills in social and emotional competency. Both are critical areas of development that enable children to interact positively with

others, and attend to academic tasks that help prepare them for future academic success (Ashiabi, 2007). Social-emotional skills enable young children to play and learn with their peers, and receive instruction from adults in the classroom setting. Competency in social and emotional skills also transfers to support cognitive and physical abilities that mature as children gain new experiences during their learning and play (Dowling, 2000). Assumptions and Limitations The following assumptions have been made: 1. Early childhood programs, such as preschool and pre-kindergarten, facilitate development of childrens social skills. 2. Early childhood programs provide interactions and support that positively affects childrens emotional development. 3. The examiners were consistent in administering the assessments. The following limitations are established: 1. This study is limited to early childhood environments in center-based programs. 2. The participants in this study are normally developing children that may have unidentified developmental delays or disabilities that may affect social-emotional development.

3. The teachers of the preschool and pre-kindergarten programs have different levels of experience and skills, which effects the learning experiences offered to the children. Definitions of Important Terms Aggression: Behavior that is disruptive or violent, characterized by yelling, hitting, or throwing objects, and that detracts from learning experiences Center-based program: Corporate or privately run early childhood education environment children attend with same age peers, and engage in academic and social interactions with peers and adults Emotion regulation: The ability to label, express, and regulate emotions in positive ways; contributes to emotional competency skills Preschool: An early childhood program that provides academic and social learning opportunities for three year old children in an educational environment Pre-kindergarten: Provides an academic and social learning environment that prepares four year old children for kindergarten Social competence: Social, emotional, and cognitive skills that children need for successful social interactions and relationships with peers or adults Social-emotional development: The social domain of development includes social skills for building relationships and interacting successfully with others. The emotional domain of development includes building capabilities for identifying and regulating emotions to support positive behavior and

emotional competency. Social-emotional skills are interconnected in the development of the child Organization of Remainder of Paper In Chapter Two, a review of literature that discusses young childrens socialemotional development will be presented. The literature reviewed explores the correlation between social-emotional development in young children, and early education experiences that effect such development. Methods for determining the effects of center-based programs in early childhood on childrens social-emotional development are discussed in Chapter Three. The research findings of this study are presented in Chapter Four. A summary and conclusion of the research results, and recommendations for later studies are outlined in Chapter Five.

Chapter Two Review of Related Literature Early Learning in Educational Environments Early childhood preschool programs in the United States were established in the colonial era, where three and four-year-olds first began learning academics in one room school houses. Preschool was originally created for children of poor families, and served as day care for young child whose parents could not care for them during the day. Over the next century, private preschools and kindergartens were established to teach young children academic skills, such as reading, writing, and grammar (Beatty, 1997). During the twentieth century, early childhood education grew to include two distinct types of programs in preparation for public school. Preschool continued to be utilized for younger children, up to three years of age. Pre-kindergarten was developed to help children who are at least four years old learn academic and social skills that would facilitate a smooth transition to kindergarten at the age of five. These programs now offer curriculum that support childrens maturity in the areas of cognitive, physical, and social-emotional development through developmentally appropriate activities designed to meet the needs of three and four year old children. Each of these domains contributes to the well being of the child. It is the learning environment and the curriculum that support growth and learning. As such, lessons and play activities in preschool and pre-kindergarten scaffold development of the whole child (Baghi & Vacci, 2005).

Learning Experiences in Early Childhood Programs Early childhood is an important period in life when the foundational skills in socialemotional domains of development are built. Early education programs have an important responsibility to effect the well being of the whole child. Fostering social skills and emotional abilities is the responsibility of practitioners, who use curriculum to help students label emotions, and learn how to positively explore their feelings. Curriculum that incorporate literature and learning activities that encourage children to discuss emotions and social skills help children to act in appropriate ways that scaffold their social-emotional development in healthy ways (Hansen & Zambo, 2007). Presence in early childhood settings has a strong impact on young childrens socialemotional well being. Practitioners have the ability to affect their students interactions by promoting positive learning experiences between students and their peers (Dowling, 2000). Professional practice in early childhood programs helps young children build relationships with peers and adults as they attend to students needs, and promote emotional competency skills. Practitioners presence and awareness of childrens social and emotional development positively supports development of critical skills in the social-emotional domain when practitioners model communication and empathy skills students need for successful interactions. As such, the early learning experiences and activities that support engagement in social-emotional in early education are shaped by the presence and nurturing of the practitioners in the environment (Goodfellow, 2008). Programs such as preschool and pre-kindergarten offer children opportunities to develop social-emotional skills through play and academics. Play provides learning

experiences that engage children across all domains of development, and encourage emotional expression that benefit social interactions (Ashiabi, 2007). Learning to label and express emotions contributes to emotional regulation, and strengthens social skills that support childrens ability to attend to academic tasks in the learning environment. Accordingly, research shows that early learning activities should emphasize social and emotional skills along with academic experiences for balanced learning experiences. Selecting appropriate academic activities lends to engaging social-emotional abilities that are essential to healthy development (Hyson, 2003). Therefore, it is important to implement learning activities that will promote learning in both academics and social-emotional development so that young children assimilate new knowledge in all areas that are critical to early development. Social-Emotional Proficiency and School Readiness Social-emotional development encompasses both social skills, and emotional competencies that children need to develop in order to proficiently interact with peers and adults. While academics are an important part of early childhood education, it is also critical to provide appropriate play where children can practice interacting with each other, and develop the social-emotional skills that will support future academic success (Hyson, 2003). To foster development of social-emotional skills, early childhood educators need to provide learning opportunities for children that encourage them to explore feelings and practice social skills that can align with their academic activities (Hansen & Zambo, 2007). The importance of educational experiences that support social-emotional skills lies in curriculums that reflect the diverse needs of students, and prepare them for future

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academic tasks (Koplow, 2007). Children need to be taught how to identify their emotions; early education programs offer environments for children to build the skills needed for emotional competency. Preschool programs also present young children with opportunities to interact with peers and adults while practicing social skills that are necessary in future school environments. Proficiency in the social-emotional domain offers essential support for early learning success that sets the stage for emotional well being and continued emotional competency. A study of the relationship between childrens behavioral problems and socialemotional school readiness skills revealed that socially negative behaviors can be associated with low engagement in educational experiences (Fantuzzo, et al., 2005). The relationship between behaviors such as aggression, and social-emotional competencies can help practitioners plan learning activities that will encourage children to practice social and emotional skills that support positive behaviors and academic preparation. Results of the study showed that emotional regulation and social competencies that include peer play and academic skills practiced in preschool and pre-kindergarten programs are directly related to behavioral adjustment and positive social experiences in early childhood. The implications found in this study of children in urban Head Start programs demonstrates that early educational experiences affect the social-emotional competency of young children, and contributes to the skills they need for future school success.

Early Childhood Programs and Social-Emotional Development in Children

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Preschool and pre-kindergarten programs provide learning experiences that teach children emotional regulation and social skills that contribute to childrens social-emotional development and academic success in early childhood. A study of the effects of early childhood education on social-emotional development in young children showed that programs contribute pro-social behavior and autonomy in children at risk for inhibited behavior (Gormley, et al., 2009). The effects of preschool education on social-emotional skills had lasting effects in kindergarten and first grade, where students showed social maturity and the ability to regulate emotions in the school environment. The prekindergarten children in the study demonstrated minimal attention seeking behaviors at the beginning of kindergarten, and greater social maturity than when they began the program. Similarly, children who attended early childhood programs that emphasized academic learning paralleled with opportunities for social interactions showed that children had positive attitudes towards school. The social and emotional abilities of young children supported skills in the cognitive domain, and increased attentiveness to academic tasks (Hyson, 2003). As a result, children did well on cognitive tasks, while also building skills in social-emotional domains that are critical to competencies for school readiness. Evidence from studies of pre-kindergarten students also showed reduced timidity, which supports positive social and emotional competencies. All of which are important factors in childrens social-emotional development and their early educational experiences. Chapter Three Design of the Study Description of Subjects of Study

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The scope of the study is confined to center-based early childhood programs for three and four-year-old children in Riverside County. The subjects in this study would be selected using an intact sample taken from four early childhood centers that have curriculum based programs for children ages three and four years. Children from the preschool and pre-kindergarten classes at each center would be identified for the study to represent the surrounding population. The majority of the students are Caucasian (82%), with the remaining children being Hispanic (15%), African-American (2%), and Asian (1%). The 192 children were 36 to 54 months of age. Gender was closely aligned, with 52% female, and 48% male. Description of the Instruments The Ages and Stages Questionnaires: Social-Emotional (ASQ-SE) is designed to measure childrens social-emotional development. Skills in the areas of self-regulation, social competence, autonomy, and coping are identified in the 21 -32 assessment. Children are observed during learning experiences, play, and interactions with others in the environment. The assessment form chosen is based on the age of the subject. The number of items on this instrument varies based on the age of the child being observed. The ASQSE can be used by parents or practitioners of children ages 6 to 60 months. The second instrument is the Functional Emotional Assessment Scale (FEAS). This instrument measures young childrens social-emotional development through observations recorded by a trained practitioner on the provided score sheets. The FEAS is designed to identify skills in the areas of self-regulation, social interactions, and emotional

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thinking and expression by observing children in their environment. This instrument may be used with children ages 8 to 60 months. Procedure Prior to conducting the study, approval from the Early Childhood Program Directors at all four centers would be obtained. The participants in the study are in the preschool and pre-kindergarten classes at each center. A description of the study would be provided to all parents/guardians. Informed consent would be obtained from the parent/guardian of each child prior to beginning the study. To obtain data for this study, two early childhood assessments would be utilized to measure the subjects social-emotional skills. Teachers at the early childhood programs were trained to use the Ages and Stages Questionnaires: Social-Emotional (ASQ-SE) to collect data during observations that will be analyzed by the researcher. The Functional Emotional Assessment Scale (FEAS) is used to collect data through observation of childrens interactions with others. It is administered by the researcher who has been trained to use the FEAS as tool for assessing childrens emotional skills. Teachers at the early childhood programs will be trained to use the Ages and Stages Questionnaires: Social-Emotional (ASQ-SE). The ASQ-SE will be completed by the subjects teachers, and the Functional Emotional Assessment Scale (FEAS) will be administered by the researcher who is trained to use this assessment. Both are completed in the first month of school. The data from both assessments is gathered and scored by the researcher. Eight months later the teachers complete the ASQ-SE a second time, and the researcher uses the FEAS again to obtain further information about the participants

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emotional skills after approximately one academic year in an early childhood program. The data collected was gathered for analysis at the end of the study. How the Data will be Analyzed Data will be analyzed using the scoring criteria for the ASQ-SE and FEAS. The ASQ-SE has scoring guides where data is entered so results can be obtained. To score the results of the FEAS, the practitioner enters the results of the observations on the assessment score sheets, according to the scoring guide. The data for both assessments will be prepared and analyzed using the appropriate scoring format provided by the assessment guides to obtain valid results.

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References Ashiabi, G. (2007). Play in the preschool classroom: Its socioemotional significance and the teachers role in play. Early Childhood Education Journal, 35, 199-206. doi: 10.1007/s10643-007-0165-8 Baghi, A., & Vacca, J. (2005). Supporting early childhood social-emotional well being: The building blocks for early learning and school success. Early Childhood Education Journal, 33, 145-150. doi: 10.1007/s10643-005-0038-y Beatty, B. (1997). Preschool education in America: The culture of young children from the colonial era to the present. New Haven, CT: Yale University Press. Dowling, M. (2000). Young childrens personal, social, and emotional development. Thousand Oaks, CA: SAGE Publications. Fantuzzo, J. W., Bulotsky-Shearer, R., Fusco, R. A., & McWayne, C. (2005). An investigation of preschool classroom behavioral adjustment problems and socialemotional school readiness competencies. Early Childhood Research Quarterly, 20(1), 259-275. Goodfellow, J. (2008). Presence as a dimension of early childhood professional practice. Australian Journal of Early Childhood, 33(1), 17-22. Gormley, Jr., W. T., Phillips, D. A., Newmark, K., & Perper, K. (2009, April). Socialemotional effects of early childhood education programs in Tulsa. Paper presented at the meeting of the Society for Research in Child Development, Denver, CO. Retrieved from Eric Database include number

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Hansen, H. C., & Zambo, D. (2007) Loving and learning with Wemberly and David: Fostering emotional development in early childhood education. Early Childhood Education Journal, 34 (4), 273-278. Hyson, M. (2003). Putting early academics in their place. Educational Leadership, 60(7), 20-24. Koplow, L. (Ed.). (2007). Unsmiling faces: How preschools can heal (2nd ed.). New York, NY: Teachers College Press.

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