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Is social-emotional development a predictor of school success in Head Start children? A field studyTeam, Rachel Marie 02 June 2009 (has links)
Social-emotional development in preschoolers often functions as a gateway into
more advanced social and academic behaviors; social-emotional experiences during the
preschool years may enhance or diminish a child’s later adjustment and academic
outcome. With the current focus on promoting pre-academic skills in preschool
programs, the importance of social-emotional development has been left behind. The
U.S. Department of Health and Human Services requires initial and follow-up screening
of academic readiness skills for the Head Start programs. At the same time, much of the
research that relates social-emotional development to academic outcome was completed
20 to 30 years ago. This study examined the relation between academic skills and
social-emotional development in the beginning and end of one school year.
Approximately 150 children ages 3 to 5 years old were assessed in six Head Start centers
in different cities in rural Texas. Each student participated in an academic screening
within the first 45 days of school and again at the end of the school year. A parent and
teacher also completed a rating scale on each student’s social and emotional skills at the
beginning of school. The purpose of this study was to contribute to a better understanding of the
impact social-emotional development has on the academic progress for preschool-aged
children. The overall goal of this study was to determine the extent to which socialemotional
development can predict school readiness in Head Start children. The central
hypothesis of this study was that social-emotional development can facilitate or impede
children’s academic progress. This project was a prospective, repeated measures, singlesample
design. The Head Start children who participated in this study were assessed at
the beginning and end of the school year. Gain scores were used to measure the growth
in academic skills over one school year and compared to initial social-emotional skill
level. Results suggest a relationship between adaptive skills and academic gains in one
year is evident in Head Start children, which indicates the importance of continuing to
provide services and funding for services that go beyond the basic academic tasks. This
study found that social-emotional development influences many vital attributes in a
child’s growth, including academic success.
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The Influence of Early Language on Reading Achievement, Problem, and Prosocial Behavior in Elementary SchoolFaria, Ann-Marie 01 January 2007 (has links)
The current study examined the link between early language ability and literacy and behavioral outcomes in children prenatally exposed to cocaine. Prenatal exposure to cocaine places children at risk for language delays and early language problems are linked to both literacy and behavior problems in elementary school (Bandstra, 2002; Beitchman et al., 2001; Cantwell & Baker, 1977). Participants included 141 primarily African-American children from low SES backgrounds who were enrolled in a birth through three intervention program. Children were followed through first and second grade to evaluate the impact early language ability had on literacy and behavior in elementary school. Hierarchical regression analyses revealed that after controlling for gender, treatment group, cognitive ability, and behavior at age three, receptive language at age three was a significant predictor of picture vocabulary in elementary school (F(4, 125)=6.76, p<.01, beta= .42, p<.01). Receptive language was also a significant predictor of Parent-reported prosocial behavior (F(7, 72) beta= 2.24, p<.05, beta =-.03 , p<.05). Contrary to previous findings, early language did not significantly predict parent reported problem behavior in elementary school in this high risk sample. Future studies should explore risk and resiliency in this sample, along with increasing sample size to allow for more advanced statistical analyses. Findings support the importance of early language experiences on both later literacy and behavioral outcomes for children.
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Tier Change Profiles: A Longitudinal Examination of Strengths and Risks in an Integrated Student Support InterventionPetsagourakis, Despina January 2021 (has links)
Thesis advisor: Mary E. Walsh / Poverty negatively impacts health, emotional wellbeing, and educational outcomes for children and creates an opportunity gap between children living in poverty and their wealthier peers (American Academy of Pediatrics, 2016). To close the opportunity gap, schools are encouraged to adopt a systemic approach that addresses both academic and non-academic barriers to learning (Adelman 2018). Integrated Student Support (ISS) models have emerged as one of the most effective systemic school-based interventions (Moore et al., 2018). ISS interventions use various strategies to address the continuum of student needs. Tiered intervention frameworks are one strategy geared towards categorizing risk levels and services by their respective levels of intensity. Tiered interventions commonly focus on academic and social-emotional domains. However, their social-emotional focus is often limited to behavior and their categorization of students is deficit-focused (Freeman et al., 2017). City Connects, one ISS intervention implemented in high-poverty urban districts, uses a tiered intervention framework that encompasses the whole child and incorporates strengths as well as risks. City Connects assigns a tier to strength/risk levels evidenced by students at the beginning of each school year. While City Connects has demonstrated robust positive effects on student outcomes, little is known about annual tier level. In the current study, repeated measures latent class analysis (RMLCA) identified patterns of tier change over five years during which students attended City Connects elementary schools in one district. Multinomial regression and chi-square analyses investigated the relationship of social-emotional strengths, needs, and services to the Tier Change Profiles. Overall, more than half of students changed tier between time points. The most commonly exhibited tier change was increasing/decreasing tier by one. RMLCA findings indicated that students facing lower risk at baseline, exhibited low risk over time, while students facing the highest risk exhibited the greatest volatility in risk over time. Students who had more social-emotional strengths than needs were more likely to exhibit Tier Change Profiles of low risk over time but having more social-emotional needs than strengths was not predictive of Tier Change Profile. Among other findings, outcomes suggest that acknowledging and bolstering strengths play a significantly positive role in developmental trajectories. / Thesis (PhD) — Boston College, 2021. / Submitted to: Boston College. Lynch School of Education. / Discipline: Counseling, Developmental and Educational Psychology.
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Social-Emotional Development: An Exploration of Definitions in the Literature and Aboriginal PerspectivesDaniels, Melissa K. Unknown Date
No description available.
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Relationship Between a Measure of Social and Emotional Development and Early Communication Development in Young Children with Cleft PalatePugh, Jenna L 01 August 2013 (has links) (PDF)
This study was an examination of responses to a standardized assessment of social-emotional behaviors and correlation with speech and language development in young children with cleft palate and/or lip. Twenty-eight participants aged 14-35 months with nonsyndromic cleft palate and or lip were included in this study. The Infant-Toddler Social and Emotional Assessment (ITSEA) was used to identify emerging social and emotional behaviors. Descriptive analysis of ITSEA results was completed. Pearson correlation coefficient and effect size estimates were calculated between ITSEA domain raw scores and measures of speech and language development. A small proportion of participants (14%) showed ITSEA scores beyond the test cut-off scores across all domains ; 43% demonstrated concerns at the subdomain level. Correlational analysis indicated significant relationships between Externalizing, Dysregulation, and Competence Domains and speech accuracy and language measures. Interpretation of the outcomes suggests that early social emotional behaviors are emerging simultaneously with speech and language skills during early communicative development.
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Positive Behavior Support: A Multi-tiered Approach to Dealing with Behavior Problems and Promoting Social Emotional DevelopmentFox, James J., Keramidas, Cathy Galyon, Bland, C., Booher, T. 01 July 2014 (has links)
No description available.
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Do Attitudes About Spoiling Children Affect Attitudes Regarding What Infants Need for Early Social-Emotional DevelopmentWestover, Kathleen 01 May 2012 (has links)
Secure infant attachment is important for the positive social-emotional development of children. Many parents have limited understanding of social-emotional development and the influence of appropriate responsive parenting behaviors to their infants’ cues. For example, many parents believe you can spoil an infant if you pick them up every time they cry. Researchers study the impact of positive responses to infants’ cues. Infants form a more secure attachment and learn to interpret the world as a safe place for exploration when parents respond to their signs of distress. In contrast, infants reared with authoritarian parenting styles of strict compliance and harsh punishment develop more insecure attachments. This study measured undergraduate students’ beliefs about spoiling children, child obedience, and parental responsiveness and examined changes in beliefs after instruction in the principles of attachment and the role of caregiver responsiveness in the formation of secure attachment. First, a pretest was administered followed by 1 to 2 hours of in class instruction regarding attachment theory. Next, a posttest was given to determine if in-class instruction had an effect on students’ attitudes regarding spoiling children, child obedience, and parental responsiveness. Students’ beliefs about spoiling children were associated with attitudes about child obedience and parent responsiveness, and students changed their attitudes about spoiling and responsiveness, although not obedience, after instruction. Young adults who have developed an understanding of parental responsiveness and have decreased their fears of spoiling children have the potential to be able to implement more developmentally supportive practices in their own lives as future parents and practitioners in the field of child development.
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Educators’ Understanding of Child Development in Successful Schools that Face Challenging CircumstancesPollon, Dawn E. 25 February 2010 (has links)
The purpose of this study is to examine how educators who teach in schools that face challenging circumstances understand child development and the school context, and how their understanding of child development is manifested through non-academic responses to these challenging circumstances. Using mixed methods to explore and compare the results of survey data (N = 209) with interview data (N = 48) this study examines 10 schools that face challenging circumstances that have also demonstrated trends of success on provincially administered standardized assessments. Analysis reveals the findings that educators understand the challenging circumstances their students face to be developmental in nature, that educators’ believe that these challenges involve students’ physical, social-emotional, and cognitive development, and that educators respond to these challenges by implementing non-academic and co-curricular programs that are developmentally based. This study finds that all 10 schools have implemented developmental programs that foster the success of students. These findings suggest that educators offset the developmental disadvantages their students face as a result of the community, school, and their home environments. This study finds that these educators believe students’ social-emotional development is intertwined with student cognitive development. Further, these educators have expanded the traditional performance-based construct of student “success” to include a range of success that includes child social-emotional developmental success, and in expanding their understanding of student success, have arrived at an innovative, developmentally-based approach to facing challenging circumstances in schools.
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Educators’ Understanding of Child Development in Successful Schools that Face Challenging CircumstancesPollon, Dawn E. 25 February 2010 (has links)
The purpose of this study is to examine how educators who teach in schools that face challenging circumstances understand child development and the school context, and how their understanding of child development is manifested through non-academic responses to these challenging circumstances. Using mixed methods to explore and compare the results of survey data (N = 209) with interview data (N = 48) this study examines 10 schools that face challenging circumstances that have also demonstrated trends of success on provincially administered standardized assessments. Analysis reveals the findings that educators understand the challenging circumstances their students face to be developmental in nature, that educators’ believe that these challenges involve students’ physical, social-emotional, and cognitive development, and that educators respond to these challenges by implementing non-academic and co-curricular programs that are developmentally based. This study finds that all 10 schools have implemented developmental programs that foster the success of students. These findings suggest that educators offset the developmental disadvantages their students face as a result of the community, school, and their home environments. This study finds that these educators believe students’ social-emotional development is intertwined with student cognitive development. Further, these educators have expanded the traditional performance-based construct of student “success” to include a range of success that includes child social-emotional developmental success, and in expanding their understanding of student success, have arrived at an innovative, developmentally-based approach to facing challenging circumstances in schools.
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Kindergarten Teachers’ Knowledge and Perceptions of Early Learning-Related Skills and Their Relationship to Academic AchievementPowell, Kathryn M 11 May 2012 (has links)
ABSTRACT
KINDERGARTEN TEACHERS’ KNOWLEDGE AND PERCEPTIONS OF EARLY LEARNING-RELATED SKILLS AND THEIR RELATIONSHIP TO ACADEMIC ACHIEVEMENT
by
Kathryn Powell
Historically, the kindergarten curriculum emphasized social-emotional development including interpersonal and learning-related skills (Logue, 2007). Researchers have confirmed that teachers valued social-emotional development, particularly learning-related skills, as foundational skills to school readiness and future academic achievement (e.g., Heaviside & Farris, 1993). Since the implementation of No Child Left Behind (NCLB, 2002), the focus of kindergarten has changed to incorporate additional academic standards and goals (Fantuzzo et al., 2007). This mixed method study (Tashakkori & Teddlie, 1998) utilized quantitative (i.e., surveys) and qualitative (i.e., semi-structured interviews) methods to investigate and compare the perceptions of pre-NCLB to post-NCLB kindergarten teachers regarding the significance of learning-related skills to academic achievement. A sample (N=97) of certified kindergarten teachers currently working in and around the metro Atlanta area with one or more years of kindergarten experience were administered surveys. Thirty participants from the larger sample were included in the qualitative phase of the study. It was hypothesized that teachers would rate learning-related skills as important precursors to academic achievement; however, pre-NCLB teachers would rate learning-related skills as more important than their peers. The results suggested that there was no difference in pre- and post-NCLB teachers’ perceptions of the importance of learning-related skills to students’ school readiness. There also, was not a significant difference in how pre- and post-NCLB kindergarten teachers prioritized school readiness skills (learning-related, interpersonal, academic). However, when asked to rank these skills in terms of importance there was a significant difference between the two groups. Pre-NCLB teachers indicated interpersonal skills as more important to school readiness than post-NCLB teachers and post-NCLB teachers indicated academic skills as more important than pre-NCLB teachers. No significant difference was found in teachers’ beliefs about achievement or efficacy. Implications for curriculum, policy, research, and practice will be discussed.
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