Journal article
Enhancing social-emotional development through evidence-based resources
Australasian Journal of Early Childhood, Vol.43(4), pp.4-12
01/12/2018
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Abstract
SOCIAL-EMOTIONAL LEARNING (SEL) programs have demonstrated positive outcomes with universal audiences in several categories. Studies show that teachers are competent at administering such programs, yet there is limited research on educator's ability to create an effective teaching program that meets SEL educational outcomes. This study explored early childhood educator's use of an SEL resource and its effect on children's social-emotional development. Paired sample t tests explored changes to development over an eight-week period, between an intervention (n = 15) and control centre (n = 17). Checklists and journal entries provided insight into the educator's teaching program and related activities. Findings suggest early childhood educators are capable of designing a teaching program targeting SEL instruction, using evidence-based practices. Results indicate that the resource had a significant effect on children's social-emotional development, particularly in targeted areas. These findings may assist early childhood educators in their planning, documentation and assessment of SEL outcomes, and may contribute to the literature on SEL in universal education settings.
Details
- Title
- Enhancing social-emotional development through evidence-based resources
- Creators
- Antoinette White - Monash UniversitySue Walker - Queensland University of Technology
- Publication Details
- Australasian Journal of Early Childhood, Vol.43(4), pp.4-12
- Publisher
- Sage Publications Ltd.
- Number of pages
- 9
- Identifiers
- 991013007697802368
- Academic Unit
- Faculty of Education
- Language
- English
- Resource Type
- Journal article