Promoting Children’s Social-Emotional Learning Through Early Education: Piloting the Pyramid Model in Victorian Preschools

2021 ◽  
pp. 1-13
Author(s):  
Janene M. Swalwell ◽  
Louise A. McLean
Keyword(s):  
Rating Scales ◽  
Early Education ◽  
Responsive Teaching ◽  
Social Emotional ◽  
Education Practice ◽  
Educational Framework ◽  
The Social ◽  
Pyramid Model ◽  
Practice Framework ◽  
Teaching Pyramid

Abstract The Pyramid Model (PM) is an evidence-based, early educational framework designed to promote all young children’s social-emotional-behavioural (SEB) learning. The tiered PM early education practice framework, developed in North America, embeds strategies for children with exceptional needs naturally and coherently integrates apparently divergent approaches to promoting young children’s SEB skills. Responsive teaching, which is fundamental to early education practice, is shown to link with positive behaviour support practices by means of incidental and planned intentional teaching. These early education PM practices are intended to promote children’s SEB skills when used together purposefully, consistently, and intensively. The PM’s potential application in Australia was investigated with 4–5-year-olds in 4 Victorian preschools. Quantitative data from the study suggested that after training and subsequent coaching in the PM, there was significant change in intervention educators’ behaviour, which was independently observed and rated using the Teaching Pyramid Observation Tool. Concurrently, the SEB skills of the children in the intervention groups were shown to have developed at a significantly greater rate than the children in the contrast groups as assessed using the Social Skills Improvement System Rating Scales.

scholarly journals Social-Emotional Development - Highlights in the Romanian Curriculum for Early Education

Educatia 21 ◽  
2021 ◽  
pp. 175-182
Author(s):  
Alexandra Ioana Oltean ◽  
Keyword(s):  
Emotional Development ◽  
Early Education ◽  
Preschool Education ◽  
Kindergarten Children ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Behavioral Indicators ◽  
Emotional Skills ◽  
The Social ◽  
The Individual

Social-emotional development represents a main developmental domain proposed by the current curriculum for early education in Romania. The main aspects related to this domain are the proper initiation and maintenance of social interactions, the ability to identify and express emotions, to react adequately to the emotions expressed by others, and the self-concept development. Thus, in kindergarten, children learn what solidarity and responsibility for their own actions and for their own behavior mean and that they can control their behavior towards others. All these are essential for the individual wellbeing and learning outcomes, as well as for his future social integration. The Romanian curriculum for early education describes behavioral indicators related to the social-emotional development of children, which can be followed by educators within daily didactic activities. The current study describes the main highlights related to this developmental field found in the main document of the regulatory framework for the Romanian preschool education system. Taking the pandemic context into consideration, we can affirm that educators are required to reconsider the implications of the proper development of social-emotional skills more than before.

Psychometric Fundamentals of the Social Skills Improvement System: Social–Emotional Learning Edition Rating Forms

2018 ◽  
Vol 45 (3) ◽  
pp. 194-209 ◽  
Author(s):  
Frank Gresham ◽  
Stephen Elliott ◽  
Sarah Metallo ◽  
Shelby Byrd ◽  
Elizabeth Wilson ◽  
...  
Keyword(s):  
Social Skills ◽  
Rating Scales ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Emotional Behavior ◽  
Competency Framework ◽  
Social Emotional ◽  
Reliability Estimates ◽  
The Social ◽  
Social Skills Improvement System

This study described the development of the Social Skills Improvement System Social Emotional Learning Edition Rating Forms (SSIS SEL RF) for teachers, parents, and students. This new multirater assessment is a reconfiguration of the SSIS Rating Scales items inspired by the CASEL Social Emotional Competency framework. The internal structure and score reliability estimates were examined across three raters for a common sample of more than 200 individual children ages 3 to 18 years. Confirmatory factor analyses tested against the CASEL five-dimensional SEL theoretical model demonstrated adequate fit for the SSIS SEL Parent and Student RFs and mediocre fit of the Teacher RF. Internal consistency, test-retest, and interrater reliability estimates for scores on each of the SSIS SEL RFs all met or exceeded acceptable criteria. Thus, researchers and practitioners interested in measuring the social–emotional behavior of children ages 3 to 18 can expect reliable scores and structurally meaningful behavior content within the Collaborative on Academic Social Emotional Learning (CASEL) SEL competency framework. Limitations to the present findings and suggestions for future research conclude the report.

Coaching Early Childhood Special Educators to Implement a Comprehensive Model for Promoting Young Children’s Social Competence

2011 ◽  
Vol 31 (3) ◽  
pp. 178-192 ◽  
Author(s):  
Lise Fox ◽  
Mary Louise Hemmeter ◽  
Patricia Snyder ◽  
Denise Perez Binder ◽  
Shelley Clarke
Keyword(s):  
Early Childhood ◽  
Challenging Behavior ◽  
School Age Children ◽  
Single Subject ◽  
Social Emotional ◽  
Evidence Based Practices ◽  
Prevention And Intervention ◽  
Pyramid Model ◽  
Multiple Probe ◽  
Teaching Pyramid

Growing evidence suggests the importance of practitioners implementing promotion, prevention, and intervention practices to foster children’s social-emotional competence and address challenging behavior within schools. Limited research exists, however, on how to support teachers of school-age children to implement with fidelity comprehensive frameworks that organize promotion, prevention, and intervention practices, and even fewer studies have examined implementation within early childhood classrooms. In this study, three teachers were trained and coached to implement promotion, prevention, and intervention practices related to the Teaching Pyramid Model. Findings from the present single-subject multiple probe across teachers’ experimental study offer evidence of a functional relationship between training and coaching and implementation of practices associated with the model. Results are discussed with respect to challenges related to supporting teachers to implement with fidelity a complex and comprehensive array of evidence-based practices and the critical importance of coaching.

Individual differences, social attention, and the history of the social motivation hypotheses of autism

2019 ◽  
Vol 42 ◽  
Author(s):  
Peter C. Mundy
Keyword(s):  
Individual Differences ◽  
Early Development ◽  
Emotional Development ◽  
Social Motivation ◽  
Social Attention ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Precise Understanding ◽  
The Social ◽  
History Of

Abstract The stereotype of people with autism as unresponsive or uninterested in other people was prominent in the 1980s. However, this view of autism has steadily given way to recognition of important individual differences in the social-emotional development of affected people and a more precise understanding of the possible role social motivation has in their early development.

Analisis Perkembangan Sosial-Emosional Tercapai dan Tidak Tercapai Siswa Usia Dasar

2019 ◽  
Vol 2 (2) ◽  
pp. 19-31
Author(s):  
Muhammad Shaleh Assingkily ◽  
Mikyal Hardiyati
Keyword(s):  
Emotional Development ◽  
Qualitative Approach ◽  
Social Emotional Development ◽  
Social Emotional ◽  
The Social ◽  
Development Of Students

This article aims to examine social-emotional development of the student's age. As for the formulation of a problem in this study i.e. (1) how the social-emotional development is achieved and not achieved grade IV MI Nurul Ummah in learning, (2) how the social-emotional development is achieved and not achieved grade IV MI Nurul Ummah outside of learning, and (3) how the efforts of teachers in developing social-emotional grade IV MI Nurul Ummah. This research used the qualitative approach with observations on the social-emotional development of grade IV MI Nurul Ummah. As for the results of this study suggest that (1) social-emotional development of students in learning that are achieved, i.e. students show an attitude of caring, participation, communication, interactive, teamwork, ability and showing confidence, While that is not achieved, i.e. quiet, it's hard to adapt, a closed, private, and difficult to communicate with people deems foreign.; (2) the social-emotional development of students outside the learning achieved, i.e. students show the attitude of empathy, caring, helpful friends, don't show the attitude of keakuan, and being able to control your emotions when interacting or play, while not achieved,i.e. play only with friends nearby, less concerned with what is happening around him, speaking only when needed, and enjoy learning more than play.; (3) efforts undertaken teacher in developing social-emotional students; sets the position of the seated students, giving the same attention to all students, and to give guidance to students in order to encourage the achievement of social- emotional development of children.Keywords: Analysis, Social-Emotional Development is Achieved and not Achieved

Investigating the Psychometric Properties of the Social-Emotional Learning Scale

2021 ◽  
pp. 153450842098452
Author(s):  
Christopher L. Thomas ◽  
Staci M. Zolkoski ◽  
Sarah M. Sass
Keyword(s):  
Social Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional ◽  
Emotional Information ◽  
Confirmatory Factor Analyses ◽  
Educational Support ◽  
Social And Emotional ◽  
The Social ◽  
Confirmatory Factor ◽  
Learning Programs

Educators and educational support staff are becoming increasingly aware of the importance of systematic efforts to support students’ social and emotional growth. Logically, the success of social-emotional learning programs depends upon the ability of educators to assess student’s ability to process and utilize social-emotional information and use data to guide programmatic revisions. Therefore, the purpose of the current examination was to provide evidence of the structural validity of the Social-Emotional Learning Scale (SELS), a freely available measure of social-emotional learning, within Grades 6 to 12. Students ( N = 289, 48% female, 43.35% male, 61% Caucasian) completed the SELS and the Strengths and Difficulties Questionnaire. Confirmatory factor analyses of the SELS failed to support a multidimensional factor structure identified in prior investigations. The results of an exploratory factor analysis suggest a reduced 16-item version of the SELS captures a unidimensional social-emotional construct. Furthermore, our results provide evidence of the internal consistency and concurrent validity of the reduced-length version of the instrument. Our discussion highlights the implications of the findings to social and emotional learning educational efforts and promoting evidence-based practice.

scholarly journals An exploratory study of the ways in which mothers keep their infants occupied

Curationis ◽  
1992 ◽  
Vol 15 (1) ◽  
Author(s):  
A. Botha ◽  
G. Cleaver
Keyword(s):  
Intellectual Development ◽  
First Year ◽  
Development Research ◽  
Social Emotional ◽  
Cultural Backgrounds ◽  
Infant Research ◽  
Child Relationship ◽  
The Social ◽  
Mother And Child ◽  
Mother Child Relationship

The mother child relationship can help or hinder the social, emotional and intellectual development of the infant. Research has shown that the interaction between mother and child can affect the child’s cognitive development. Research has shown that mothers from the lower socio-economic groups do not stimulate their babies optimally and that this may affect the children negatively. In this study 86 underprivileged mothers from two different cultural backgrounds were asked to describe the ways in which they kept their infants occupied during the first year of their infants’ lives. The differences between the two groups are discussed and recommendations are made.

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