Problem Statement and Evidence
The problem of this research is that students, including those with disabilities, entering preschool do not exhibit social-emotional competence. (Gupta, Henninger, IV, & Vinh, 2014, p. 37; Lee,
Calkins, & Seob Shin, 2016, p. 796; Hollingsworth & Winter, 2013, p.
1778). This research seeks to understand that problem while also discovering how those students’
teachers receive professional development in SEL curricula (Hamre, Pianta, Mashburn,
& Downer, 2012, p. 828; Hollingsworth & Winter, 2013, p. 1778).
As confirmation of the evidence in the literature, this writer has also personally witnessed a great need in his school district for Head Start teachers to provide SEL experiences for students. In his role as a specialist, this writer is made aware of when students exhibit challenging behavior in classrooms. There is a great deal of students, with and without Individualized Education Plans (IEP's), exhibiting challenging behavior. Such students are in need of intervention via SEL experiences that target the challenging behavior and provide replacement skills and emotional support.
As confirmation of the evidence in the literature, this writer has also personally witnessed a great need in his school district for Head Start teachers to provide SEL experiences for students. In his role as a specialist, this writer is made aware of when students exhibit challenging behavior in classrooms. There is a great deal of students, with and without Individualized Education Plans (IEP's), exhibiting challenging behavior. Such students are in need of intervention via SEL experiences that target the challenging behavior and provide replacement skills and emotional support.
References
Gupta, S. S., Henninger,
IV, W. R., & Vinh, M. E. (2014). First
steps to preschool inclusion: How to jumpstart your programwide plan. Baltimore, MD: Brookes Publishing.
Hamre, B.
K., Pianta, R. C., Mashburn, A. J., & Downer, J. T. (2012).
Promoting young children's social competence through the Preschool PATHS curriculum and My Teaching Partner professional development
resources. Early Education and Development, 23(6),
809-832.
Hollingsworth, H. L.,
& Winter, M. K. (2013). Teacher
beliefs and practices relating to development
in preschool: Importance placed on social–emotional behaviours and skills.
Early Child Development and Care, 183(12),
1758-1781.
Lee, K., Calkins, A.,
& Seob Shin, T. (2016). Head Start impact on social-emotional outcomes for children with disabilities.
Research on Social Work Practice, 26(7),
790-802.
Hi Daniel,
ReplyDeleteThis is a great topic, SEL. I think you have some refining to do to get it stated well, but since I started my teaching career in Head Start over 20 years ago, I know how important the social emotional learning is at an early age. Even in the elementary school where I teach now, there needs to be a lot more professional development for the teachers to deal with students and their emotional issues. It is quite alarming at times. I am anxious to see your your dissertation develops.
KD
Thank you for your encouragement and comments, Keri! It would make a great contribution to students' futures if they could learn self-regulation and other SEL skills in the preschool years.
DeleteGreat job on your blog Daniel! Remove "the need" from your problem statement and focus on the students. For example, the problem to be addressed in this study is that students, including those with disabilities, entering early childhood settings lack social competence. Or something like this.
ReplyDeleteThank you for your guidance Dr. Reeves!
DeleteI just finished working on Assignment 1 and the problem statement is students entering early childhood settings lack social competence.
Thank you for showing me I am on the right track!
Yes, great. I would just recommend adding a setting description.
DeleteThe problem of this research is that students, including those with disabilities, entering preschool do not exhibit social-emotional competence.
ReplyDelete