IMPACT OF SOCIAL EMOTIONAL EARLY LEARNING CURRICULUM ON PRESCHOOLERS’ EMPATHY SKILLS

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Johnson, S. (2019). IMPACT OF SOCIAL EMOTIONAL EARLY LEARNING CURRICULUM ON PRESCHOOLERS’ EMPATHY SKILLS. Unc Charlotte Electronic Theses And Dissertations.
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Abstract

The purpose of this study was to examine the effect of a social emotional learning program on preschoolers’ empathy skills. Specifically, the study examined the effect of the Second Step Social-Emotional Skills for Early Learning empathy unit on preschoolers’ ability to identify emotions in others, understand the perspectives of others, and respond to others’ emotional displays. The aim of this study was to gain insight as to whether empathy skills could be explicitly taught and learned through the implementation of a social emotional program.

Details
Author

Johnson, Sarah

Title

IMPACT OF SOCIAL EMOTIONAL EARLY LEARNING CURRICULUM ON PRESCHOOLERS’ EMPATHY SKILLS

Physical Description

1 online resource (44 pages) : PDF

Date

2019

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

The purpose of this study was to examine the effect of a social emotional learning program on preschoolers’ empathy skills. Specifically, the study examined the effect of the Second Step Social-Emotional Skills for Early Learning empathy unit on preschoolers’ ability to identify emotions in others, understand the perspectives of others, and respond to others’ emotional displays. The aim of this study was to gain insight as to whether empathy skills could be explicitly taught and learned through the implementation of a social emotional program.

Genre

masters theses

Subjects--Topics

Education
Early childhood education

Degree

M.Ed.

Keywords

Empathy
Preschool
Social Emotional Program

Subject Area

Child & Family Studies

Advisor(s)

Smith, JaneDiane
Lamorey, Suzanne

Committee Members

Lamorey, Suzanne
Rebich, Susan
McIntyre, Pamela

Degree Note

Thesis (M.Ed.)--University of North Carolina at Charlotte, 2019.

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Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

Johnson_uncc_0694N_12003

Permalink

http://hdl.handle.net/20.500.13093/etd:1896