The association between pre-kindergarten teachers' use of classroom strategies and students' social-emotional development

Search for this publication on Google Scholar
Simmons, C. (2019). The association between pre-kindergarten teachers' use of classroom strategies and students' social-emotional development. Unc Charlotte Electronic Theses And Dissertations.
Download PDF

Analytics

29 views ◎
19 downloads ⇓


Abstract

Considerable research has documented the effects that high-quality preschool programs can have on children’s early learning and cognitive development, including language, literacy, reading and math skills (Magnuson, Meyers, Ruhm, & Waldfogel, 2004; Weiland & Yoshikawa, 2013; Yoshikawa et al., 2013; Xiang & Schweinhart, 2002). Quality preschool programs have also been associated with improvements in students’ social-emotional skills, which are essential for school readiness and later success (Yates et al., 2008). There is also evidence that preschool programs can help to reduce disparities for children with varying sociodemographic characteristics associated with poorer academic performance (Gormley & Gayer, 2005; Magnuson et al., 2004; Magnuson, Ruhm, & Waldfogel, 2007; Weiland & Yoshikawa, 2013). Due to the importance of quality early childhood education programs for students’ academic success, many different interventions and curricula have been designed to enhance social-emotional development in preschool programs. The present study examined one of these curricula, Teaching Strategies GOLD (TS GOLD), which seeks to prepare children for kindergarten by providing research-based resources to be used in classroom settings. Specifically, the present study examined the association between pre-kindergarten teachers’ use of TS GOLD classroom strategies and students’ social-emotional development.

Details
Author

Simmons, Caitlin

Title

The association between pre-kindergarten teachers' use of classroom strategies and students' social-emotional development

Physical Description

1 online resource (83 pages) : PDF

Date

2019

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

Considerable research has documented the effects that high-quality preschool programs can have on children’s early learning and cognitive development, including language, literacy, reading and math skills (Magnuson, Meyers, Ruhm, & Waldfogel, 2004; Weiland & Yoshikawa, 2013; Yoshikawa et al., 2013; Xiang & Schweinhart, 2002). Quality preschool programs have also been associated with improvements in students’ social-emotional skills, which are essential for school readiness and later success (Yates et al., 2008). There is also evidence that preschool programs can help to reduce disparities for children with varying sociodemographic characteristics associated with poorer academic performance (Gormley & Gayer, 2005; Magnuson et al., 2004; Magnuson, Ruhm, & Waldfogel, 2007; Weiland & Yoshikawa, 2013). Due to the importance of quality early childhood education programs for students’ academic success, many different interventions and curricula have been designed to enhance social-emotional development in preschool programs. The present study examined one of these curricula, Teaching Strategies GOLD (TS GOLD), which seeks to prepare children for kindergarten by providing research-based resources to be used in classroom settings. Specifically, the present study examined the association between pre-kindergarten teachers’ use of TS GOLD classroom strategies and students’ social-emotional development.

Genre

masters theses

Subjects--Topics

Early childhood education

Degree

M.A.

Keywords

Early Childhood
Social Emotional

Subject Area

Psychology

Advisor(s)

Cook, James

Committee Members

Kilmer, Ryan
Opiola, Kristie

Degree Note

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

Rights Statement

This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). For additional information, see http://rightsstatements.org/page/InC/1.0/.

Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

Simmons_uncc_0694N_12290

Permalink

http://hdl.handle.net/20.500.13093/etd:2336