Social-Emotional Learning in Kindergarten

By: Kerri Hughes, EC-SEAT Scholar

In my experience, social and emotional learning (SEL) has been an emphasis in public schools. Teachers and administrators’ accountability of student success on statewide assessments encourages teachers to instruct a large amount of academic content to students. SEL is pushed aside to make way for academic performance, leaving behind many students who have social and emotional needs.

Google images

Overview

A variety of research supports SEL in kindergarten (Catalano, et al., 2003; Payton, et al., 2008; Sklad, et al., 2012). Social and emotional instruction for young children can improve children’s social skills, emotional well-being, and academic achievement (Catalano, et al., 2003; Payton, et al., 2008; Sklad, et al., 2012). Supporting students social and emotionally at a young age can help facilitate academic and social success which creates a better quality of life and decreases the likelihood of behavior difficulties (Payton, et al., 2008; Sklad, et al., 2012).

Source: Payton, J., Weissberg, R.P., Durlak, J.A., Dymnicki, A.B., Taylor, R.D., Schellinger, K.B., & Pachan, M. (2008, December). The positive impact of social and emotional learning for kindergarten to eighth grade students: Findings from three scientific reviews. Chicago, IL: Collaborative for Academic. Social, and Emotional Learning.

SEL means student success, specifically improved:

• academic performance
• social skills
• behavior and conduct
• emotional regulation
• attitudes

New Hampshire Standards

• There are gaps between the New Hampshire Early Learning Standards and the kindergarten curriculum frameworks.
• The early learning standards address students’ self-esteem and emotional expression where the New Hampshire K-12 curriculum frameworks do not.
• Elementary education teacher preparation Programs do not require courses dedicated to social and emotional learning.

Source: CASEL: Collaborative for Academic, Social, and Emotional Learning (2015). Outcomes associated with the five competencies. Retrieved from http://www.casel.org/social-and-emotional-learning/outcomes/

Recommendations

• Allocate funding for teacher and principal training from ESSA for social and emotional learning professional development.
• Bridge New Hampshire Early Learning Standards in the social emotional domain to the K-12 curriculum frameworks.
• Colleges and Universities incorporate social and emotional teaching strategies into their curriculum for pre-service teachers.
• Implement a district or school-wide safe school curriculum.
• Provide district or school-wide professional development training on research-based social and emotional learning strategies.
• Create explicit instruction lessons that target social skills.
• Provide a structured and predictable environment for all students.
• Integrate social and emotional curriculum with academic curriculum areas.

References

• Ashcroft, J., Daniels, D.J., & Hart, S.V. (2004, November). T oward safe and orderly schoolsthe national study of delinquency prevention in schools . (U.S. Department of Justice Research Brief NCJ 205005). Retrieved from https://www.ncjrs.gov/pdffiles1/nij/205005.pdf
• Bridgeland, J., Bruce, M., & Hariharan, A. (2013). The Missing Piece: A National Teacher Survey on How Social and Emotional Learning Can Empower Children and Transform Schools. A Report for CASEL. Executive Summary. Civic Enterprises, Peter D. Hart Research Associates
• Bushaw, W.J. & Lopez, S.J. (2013). Which way do we go: American policy makers are forging ahead with education initiatives, but they may be leaving Americans behind and out of the loop. Phi Delta Kappan , 95 (1), 925.
• Catalano, R.F., Mazza, J.J., Harachi, T. W., Abbott, R. D., Haggerty, K. P., & Fleming, C. B. (2003). Raising healthy children through enhancing social development in elementary school: results after 1.5 years. Journal Of School Psychology , 41 (2), 143164.
• Payton, J., Weissberg, R.P., Durlak, J.A., Dymnicki, A.B., Taylor, R.D., Schellinger, K.B., & Pachan, M. (2008, December). T he positive impact of social and emotional learning for kindergarten to eighth grade students: Findings from three scientific reviews . Chicago, IL: Collaborative for Academic. Social, and Emotional Learning.
• Sklad, M., Diekstra, R., De Ritter, M., Ben, J., & Gravesteijn, C. (2012). Effectiveness of schoolbased universal social, emotional, and behavioral programs: do they enhance students' development in the area of skill, behavior, and adjustment. Psychology In The Schools , 49 (9), 892909.
• Wheatley, E.C., Cantor, P., & Carver, J. (2015). New Hampshire early learning standards birth through five. Concord, NH: NH Department of Health and Human Services.

About the Author: Hi everyone! My name is Kerri and I am an EC-SEAT scholar in the Early Childhood Special Education master's program at UNH. This is my first year in the program and I am excited to learn more about teaching young children. I have a bachelor’s degree in special education and have taught in Massachusetts and China. I hope to educate young children with special needs on how to effectively use assistive technology to increase their independence.