The title of the dissertation: A Case Study to understanding Early Childhood Positive Socioemotional Skills in the Academic Environment
- The early childhood problem researched in the dissertation along with a brief explanation of the study—study purpose, population/participants, methodology, data sources, and conclusions.
The purpose was to search and examine two intervention plan to help promote positive social emotional development in an academic classroom environment. Twenty participants were chosen mainly so that the research could have authentic responses. Only eight teachers were chosen. The rest were administrators and officials such as principals and social worker and central office staff. Data was collected by open ended questions interviews and Social Skills Improvement System (SSIS) measurement tool on teacher perception of implementing the interventions to promote successful positive classroom environment through social-emotional development. A mixed method was appropriate for the study because of the events and activities the participants were involved in when working with students in their environments using the models. Conclusions were on the teacher buy in. Unless teachers were interested and would be on board with implementing the models, that ensured success.
- 3 resources used by the author, and why each was relevant to the study
Thompson, N. E. & Wheeler, J. P. (2008). Learning environment: Creating and implementing a safe, supportive learning environment. Journal of Family Consumer Sciences Education, 26 (National Teacher Standards 2), 33-43. This resource helped with asking questions that promotes a healthy learning environment. With the models that were introduced the questioning on environment.
Sugai, G. (2009, February). School-wide positive behavior support: Update & Sustainability, Storrs: University of Connecticut, OSEP Center on PBIS Center for Behavioral Education & Research. To create the social and emotional development culture in the school, the environment needs to be positive. So, in order to establish positive school culture, you have to have a positive behavior in the environment.
Dunlap, G., Sailor, W., Horner, R. H., & Sugai, G. (2009). Overview and history of positive behavior support. In W. Sailor, G. Dunlap, G. Sugai, & R. H. Horner (Eds.), Handbook of positive behavior support (pp. 3-16), New York: Springer. The handbook gives teachers tips and other school officials a way to impact their environment positively through social and emotional development.
- How the information gleaned from this dissertation may further your work related to fostering supportive learning environments through positive classroom cultures and classroom communities
The information extracted from this dissertation that would be useful in future work is to explore more intervention models possibly. The reason for this is that the study had limitations as all do, but the fact that more stakeholders were involved in this study was interesting and intriguing enough for further investigation. To create a support and positive environment you need more than just the teacher’s opinion. Everyone needs to be on board to support children and their readiness. Just as Styles suggested class meetings prompted personal growth, leadership, organizational, public speaking and so many more interpersonal skills (Styles, n.d.). This has helped create positive classroom environment. For students to be successful and ready for kindergarten, they need to have the positive home and school environment. And taking the time to teach students those social-emotional skills, she said, ultimately means that teachers “will have more time to teach as the school year moves forward.”(Edutopia, 2015). The video on community to build classrooms was great. There were strategies used from other resources from other authors that was done as an example in this video. It showed how to build a positive environment by creating student leaders. This will help in current and future study if it can start this early in daycare and preschools students can have social and the 21st century public speaking skills they need in kindergarten (Dabbs,2013). Spending focused time away with families from busy classrooms environments with families can be invaluable (Ernst,2014). This is very important with school fundraisers at game places and restaurants. Parents come to see children and teachers differently and parents can communicate well with children so they can be great in classroom for teacher. To have students ready for a positive environment does not always have to just be at school but a collaboration between both parents and school. Educators must know that learning is a social process (Bandura, 1986; Inhelder & Piaget, 2013). This concept highlights the importance of democratic education for social development (Soder, 1996; Trafford, 2008) (Ahmad, Said, &Jusoh,2015). Statement holds true. Children are social people and most observed in the current school this scholar practitioner teaches at learn by talking and doing things with people.
Ahmad, I., Said, H., & Jusoh, A. (2015). Empirical evidence on the relationship between democratic classroom and social skills development of students. Mediterranean Journal of Social Sciences, 6(2), 18–27. Retrieved from http://www.mcser.org/journal/index.php/mjss/article/viewFile/5858/5643
Dabbs, L. (2013). The power of the morning meeting: 5 steps toward changing your classroom and school culture. Edutopia. Retrieved from http://www.edutopia.org/blog/morning-meeting-changing-classroom-culture-lisa-dabbs
Duvernay, M. L. (2012). A case study to understanding early childhood positive socioemotional skills in the academic environment (Order No. 3647292). Available from ProQuest Dissertations & Theses Global. (1630026821). Retrieved from http://search.proquest.com.ezp.waldenulibrary.org/docview/1630026821?accountid=14872
Edutopia. (2015). Morning meetings: Creating a safe space for learning. Retrieved from http://www.edutopia.org/practice/morning-meetings-creating-safe-space-learning
Ernst, J. D. (2014). The welcoming classroom: Building strong home-to-school connections for early learning. Lewisville, NC: Gryphon House, Inc.
Styles, D. (n.d.). Class meetings: A democratic approach to classroom management. Education World. Retrieved from http://www.educationworld.com/a_curr/profdev/profdev012.shtml