Research Proposal: Effects of Early Childhood Education

on Children’s Social-Emotional Development

Tammy Hardigree

California Baptist University

Chapter One

The Problem and Its Investigation

Early childhood is a critical period in children’s lives when they are developing

the skills needed to set a solid foundation for their lives. The first five years of life is a

time when children’s learning experiences and interactions with adults and their peers

shape their understanding of the world around them. Early childhood education offers

children an opportunity to explore their world in the context of relationships that allow

them to develop social-emotional skills that are important elements of well being to the

whole child. Young children in early childhood programs who are three-to-four years old

benefit from learning experiences that encourage children to use social-emotional skills

as they build academic and social skills they will need for kindergarten (Fantuzzo,

Bulotsky-Shearer, Fusco, & McWayne, 2005).

Young children who attend early childhood programs are often better equipped

with social-emotional skills than their same age peers who do not attend a program prior

to being in kindergarten (Gormley, Phillips, Newmark, & Perper, 2009). Center-based

programs are one type of early childhood environment that offers young children a place

to practice skills in all domains of development, including social-emotional skills that are

important to their success in social settings both individually and in interacting with

others. Since such programs offer care and education at a critical point in children’s lives,

it is important to be aware of the impact these environments have on the developing

selves of young children.

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Statement of the Problem

The purpose of this thesis is to determine the effects of center-based early

childhood programs on the social-emotional development of three and four year old

children.

The following questions will be investigated:

1. How do center-based early childhood programs effect young children’s

social-emotional development?

2. What is the difference in children’s social-emotional competency skills

between beginning a program, and after attendance for one academic

year?

3. What is the discrepancy in the rate of development of social-emotional

skills between groups of three-year-old children, and groups of children

who are four-years-old?

Rationale

Early childhood is a critical time in life when young children learn skills and

develop abilities that set the stage for future development. Social-emotional development

is at the foundation of healthy growth and learning in early childhood. Children develop

competencies in these areas through observation, interactions with peers and adults, and

learning experiences that promote children to practice new skills for continued growth.

The social-emotional domain includes abilities and skills in social and emotional

competency. Both are critical areas of development that enable children to interact

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positively with others, and attend to academic tasks that help prepare them for future

academic success (Ashiabi, 2007). Social-emotional skills enable young children to play

and learn with their peers, and receive instruction from adults in the classroom setting.

Competency in social and emotional skills also transfers to support cognitive and

physical abilities that mature as children gain new experiences during their learning and

play (Dowling, 2000).

Assumptions and Limitations

The following assumptions have been made:

1. Early childhood programs, such as preschool and pre-kindergarten,

facilitate development of children’s social skills.

2. Early childhood programs provide interactions and support that positively

affects children’s emotional development.

3. The examiners were consistent in administering the assessments.

The following limitations are established:

1. This study is limited to early childhood environments in center-based

programs.

2. The participants in this study are normally developing children that may

have unidentified developmental delays or disabilities that may affect

social-emotional development.

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3. The teachers of the preschool and pre-kindergarten programs have

different levels of experience and skills, which effects the learning

experiences offered to the children.

Definitions of Important Terms

Aggression: Behavior that is disruptive or violent, characterized by yelling,

hitting, or throwing objects, and that detracts from learning experiences

Center-based program: Corporate or privately run early childhood education

environment children attend with same age peers, and engage in academic

and social interactions with peers and adults

Emotion regulation: The ability to label, express, and regulate emotions in

positive ways; contributes to emotional competency skills

Preschool: An early childhood program that provides academic and social

learning opportunities for three year old children in an educational

environment

Pre-kindergarten: Provides an academic and social learning environment that

prepares four year old children for kindergarten

Social competence: Social, emotional, and cognitive skills that children need for

successful social interactions and relationships with peers or adults

Social-emotional development: The social domain of development includes

social skills for building relationships and interacting successfully with

others. The emotional domain of development includes building

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capabilities for identifying and regulating emotions to support positive

behavior and emotional competency. Social-emotional skills are

interconnected in the development of the child

Organization of Remainder of Paper

In Chapter Two, a review of literature that discusses young children’s social-

emotional development will be presented. The literature reviewed explores the

correlation between social-emotional development in young children, and early education

experiences that effect such development. Methods for determining the effects of center-

based programs in early childhood on children’s social-emotional development are

discussed in Chapter Three. The research findings of this study are presented in Chapter

Four. A summary and conclusion of the research results, and recommendations for later

studies are outlined in Chapter Five.

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Chapter Two

Review of Related Literature

Early Learning in Educational Environments

Early childhood preschool programs in the United States were established in the

colonial era, where three and four-year-olds first began learning academics in one room

school houses. Preschool was originally created for children of poor families, and served

as day care for young child whose parents could not care for them during the day. Over

the next century, private preschools and kindergartens were established to teach young

children academic skills, such as reading, writing, and grammar (Beatty, 1997). During

the twentieth century, early childhood education grew to include two distinct types of

programs in preparation for public school. Preschool continued to be utilized for younger

children, up to three years of age. Pre-kindergarten was developed to help children who

are at least four years old learn academic and social skills that would facilitate a smooth

transition to kindergarten at the age of five.

These programs now offer curriculum that support children’s maturity in the areas

of cognitive, physical, and social-emotional development through developmentally

appropriate activities designed to meet the needs of three and four year old children. Each

of these domains contributes to the well being of the child. It is the learning environment

and the curriculum that support growth and learning. As such, lessons and play activities

in preschool and pre-kindergarten scaffold development of the whole child (Baghi &

Vacci, 2005).

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Learning Experiences in Early Childhood Programs

Early childhood is an important period in life when the foundational skills in

social-emotional domains of development are built. Early education programs have an

important responsibility to effect the well being of the whole child. Fostering social skills

and emotional abilities is the responsibility of practitioners, who use curriculum to help

students label emotions, and learn how to positively explore their feelings. Curriculum

that incorporate literature and learning activities that encourage children to discuss

emotions and social skills help children to act in appropriate ways that scaffold their

social-emotional development in healthy ways (Hansen & Zambo, 2007).

Presence in early childhood settings has a strong impact on young children’s

social-emotional well being. Practitioners have the ability to affect their student’s

interactions by promoting positive learning experiences between students and their peers

(Dowling, 2000). Professional practice in early childhood programs helps young children

build relationships with peers and adults as they attend to students needs, and promote

emotional competency skills. Practitioners’ presence and awareness of children’s social

and emotional development positively supports development of critical skills in the

social-emotional domain when practitioners model communication and empathy skills

students need for successful interactions. As such, the early learning experiences and

activities that support engagement in social-emotional in early education are shaped by

the presence and nurturing of the practitioners in the environment (Goodfellow, 2008).

Programs such as preschool and pre-kindergarten offer children opportunities to

develop social-emotional skills through play and academics. Play provides learning

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experiences that engage children across all domains of development, and encourage

emotional expression that benefit social interactions (Ashiabi, 2007). Learning to label

and express emotions contributes to emotional regulation, and strengthens social skills

that support children’s ability to attend to academic tasks in the learning environment.

Accordingly, research shows that early learning activities should emphasize social and

emotional skills along with academic experiences for balanced learning experiences.

Selecting appropriate academic activities lends to engaging social-emotional abilities that

are essential to healthy development (Hyson, 2003). Therefore, it is important to

implement learning activities that will promote learning in both academics and social-

emotional development so that young children assimilate new knowledge in all areas that

are critical to early development.

Social-Emotional Proficiency and School Readiness

Social-emotional development encompasses both social skills, and emotional

competencies that children need to develop in order to proficiently interact with peers and

adults. While academics are an important part of early childhood education, it is also

critical to provide appropriate play where children can practice interacting with each

other, and develop the social-emotional skills that will support future academic success

(Hyson, 2003). To foster development of social-emotional skills, early childhood

educators need to provide learning opportunities for children that encourage them to

explore feelings and practice social skills that can align with their academic activities

(Hansen & Zambo, 2007).

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The importance of educational experiences that support social-emotional skills

lies in curriculums that reflect the diverse needs of students, and prepare them for future

academic tasks (Koplow, 2007). Children need to be taught how to identify their

emotions; early education programs offer environments for children to build the skills

needed for emotional competency. Preschool programs also present young children with

opportunities to interact with peers and adults while practicing social skills that are

necessary in future school environments. Proficiency in the social-emotional domain

offers essential support for early learning success that sets the stage for emotional well

being and continued emotional competency.

A study of the relationship between children’s behavioral problems and social-

emotional school readiness skills revealed that socially negative behaviors can be

associated with low engagement in educational experiences (Fantuzzo, et al., 2005). The

relationship between behaviors such as aggression, and social-emotional competencies

can help practitioners plan learning activities that will encourage children to practice

social and emotional skills that support positive behaviors and academic preparation.

Results of the study showed that emotional regulation and social competencies that

include peer play and academic skills practiced in preschool and pre-kindergarten

programs are directly related to behavioral adjustment and positive social experiences in

early childhood. The implications found in this study of children in urban Head Start

programs demonstrates that early educational experiences affect the social-emotional

competency of young children, and contributes to the skills they need for future school

success.

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Early Childhood Programs and Social-Emotional Development in Children

Preschool and pre-kindergarten programs provide learning experiences that teach

children emotional regulation and social skills that contribute to children’s social-

emotional development and academic success in early childhood. A study of the effects

of early childhood education on social-emotional development in young children showed

that programs contribute pro-social behavior and autonomy in children at risk for

inhibited behavior (Gormley, et al., 2009). The effects of preschool education on social-

emotional skills had lasting effects in kindergarten and first grade, where students

showed social maturity and the ability to regulate emotions in the school environment.

The pre-kindergarten children in the study demonstrated minimal attention seeking

behaviors at the beginning of kindergarten, and greater social maturity than when they

began the program.

Similarly, children who attended early childhood programs that emphasized

academic learning paralleled with opportunities for social interactions showed that

children had positive attitudes towards school. The social and emotional abilities of

young children supported skills in the cognitive domain, and increased attentiveness to

academic tasks (Hyson, 2003). As a result, children did well on cognitive tasks, while

also building skills in social-emotional domains that are critical to competencies for

school readiness. Evidence from studies of pre-kindergarten students also showed

reduced timidity, which supports positive social and emotional competencies. All of

which are important factors in children’s social-emotional development and their early

educational experiences.

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Chapter Three

Design of the Study

Description of Subjects of Study

The scope of the study is confined to center-based early childhood programs for

three and four-year-old children in Riverside County. The subjects in this study would be

selected using an intact sample taken from four early childhood centers that have

curriculum based programs for children ages three and four years. Children from the

preschool and pre-kindergarten classes at each center would be identified for the study to

represent the surrounding population. The majority of the students are Caucasian (82%),

with the remaining children being Hispanic (15%), African-American (2%), and Asian

(1%). The 192 children were 36 to 54 months of age. Gender was closely aligned, with

52% female, and 48% male.

Description of the Instruments

The Ages and Stages Questionnaires: Social-Emotional (ASQ-SE) is designed to

measure children’s social-emotional development. Skills in the areas of self-regulation,

social competence, autonomy, and coping are identified in the 21 -32 assessment.

Children are observed during learning experiences, play, and interactions with others in

the environment. The assessment form chosen is based on the age of the subject. The

number of items on this instrument varies based on the age of the child being observed.

The ASQ-SE can be used by parents or practitioners of children ages 6 to 60 months.

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The second instrument is the Functional Emotional Assessment Scale (FEAS).

This instrument measures young children’s social-emotional development through

observations recorded by a trained practitioner on the provided score sheets. The FEAS is

designed to identify skills in the areas of self-regulation, social interactions, and

emotional thinking and expression by observing children in their environment. This

instrument may be used with children ages 8 to 60 months.

Procedure

Prior to conducting the study, approval from the Early Childhood Program

Directors at all four centers would be obtained. The participants in the study are in the

preschool and pre-kindergarten classes at each center. A description of the study would

be provided to all parents/guardians. Informed consent would be obtained from the

parent/guardian of each child prior to beginning the study.

To obtain data for this study, two early childhood assessments would be utilized

to measure the subject’s social-emotional skills. Teachers at the early childhood programs

were trained to use the Ages and Stages Questionnaires: Social-Emotional (ASQ-SE) to

collect data during observations that will be analyzed by the researcher. The Functional

Emotional Assessment Scale (FEAS) is used to collect data through observation of

children’s interactions with others. It is administered by the researcher who has been

trained to use the FEAS as tool for assessing children’s emotional skills.

Teachers at the early childhood programs will be trained to use the Ages and

Stages Questionnaires: Social-Emotional (ASQ-SE). The ASQ-SE will be completed by

the subjects’ teachers, and the Functional Emotional Assessment Scale (FEAS) will be

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administered by the researcher who is trained to use this assessment. Both are completed

in the first month of school. The data from both assessments is gathered and scored by

the researcher. Eight months later the teachers complete the ASQ-SE a second time, and

the researcher uses the FEAS again to obtain further information about the participant’s

emotional skills after approximately one academic year in an early childhood program.

The data collected was gathered for analysis at the end of the study.

How the Data will be Analyzed

Data will be analyzed using the scoring criteria for the ASQ-SE and FEAS. The

ASQ-SE has scoring guides where data is entered so results can be obtained. To score the

results of the FEAS, the practitioner enters the results of the observations on the

assessment score sheets, according to the scoring guide. The data for both assessments

will be prepared and analyzed using the appropriate scoring format provided by the

assessment guides to obtain valid results.

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References

Ashiabi, G. (2007). Play in the preschool classroom: Its socioemotional significance and

the teacher’s role in play. Early Childhood Education Journal, 35, 199-206. doi:

10.1007/s10643-007-0165-8

Baghi, A., & Vacca, J. (2005). Supporting early childhood social-emotional well being:

The building blocks for early learning and school success. Early Childhood

Education Journal, 33, 145-150. doi: 10.1007/s10643-005-0038-y

Beatty, B. (1997). Preschool education in America: The culture of young children from

the colonial era to the present. New Haven, CT: Yale University Press.

Dowling, M. (2000). Young children’s personal, social, and emotional development.

Thousand Oaks, CA: SAGE Publications.

Fantuzzo, J. W., Bulotsky-Shearer, R., Fusco, R. A., & McWayne, C. (2005). An

investigation of preschool classroom behavioral adjustment problems and social-

emotional school readiness competencies. Early Childhood Research Quarterly,

20(1), 259-275.

Goodfellow, J. (2008). Presence as a dimension of early childhood professional practice.

Australian Journal of Early Childhood, 33(1), 17-22.

Gormley, Jr., W. T., Phillips, D. A., Newmark, K., & Perper, K. (2009, April). Social-

emotional effects of early childhood education programs in Tulsa. Paper

presented at the meeting of the Society for Research in Child Development,

Denver, CO. Retrieved from Eric Database include number

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Hansen, H. C., & Zambo, D. (2007) Loving and learning with Wemberly and David:

Fostering emotional development in early childhood education. Early Childhood

Education Journal, 34 (4), 273-278.

Hyson, M. (2003). Putting early academics in their place. Educational Leadership, 60(7),

20-24.

Koplow, L. (Ed.). (2007). Unsmiling faces: How preschools can heal (2nd ed.). New

York, NY: Teachers College Press.

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