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The Implementation of a Social-Emotional Curriculum in Preschool: Evaluating the Strong Start Intervention.
The Implementation of a Social-Emotional Curriculum in Preschool: Evaluating the Strong Start Intervention.
상세정보
- 자료유형
- 학위논문
- Control Number
- 0017163885
- International Standard Book Number
- 9798383686447
- Dewey Decimal Classification Number
- 370
- Main Entry-Personal Name
- Davis, Elizabeth Kimbrough.
- Publication, Distribution, etc. (Imprint
- [S.l.] : The University of Wisconsin - Madison., 2024
- Publication, Distribution, etc. (Imprint
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- Physical Description
- 113 p.
- General Note
- Source: Dissertations Abstracts International, Volume: 86-02, Section: B.
- General Note
- Advisor: Eklund, Katie.
- Dissertation Note
- Thesis (Ph.D.)--The University of Wisconsin - Madison, 2024.
- Summary, Etc.
- 요약This study examined the effects of teacher implementation of the Strong Start Pre-K social and emotional (SEL) curriculum as a universal classroom intervention on preschoolers' social and emotional competence as rated by caregivers and teachers. Additionally, the study aimed to establish the acceptability and feasibility of the intervention according to teachers, and study acceptability according to children. The study included eight teachers and 50 preschool children from five early childhood centers. The study followed a pre-posttest control group design and two-way mixed ANOVAs were conducted to examine the effects of participation in the program on children's social and emotional competence. Results suggest that teachers and students find the Strong Start Pre-K program to be highly acceptable and teachers implemented it with high fidelity. Study results suggest that children in the Strong Start classrooms made significant gains in the areas of initiative, self-regulation, and total protective factors according to teacher ratings, while caregivers reported no significant differences between children in treatment or control classrooms over time. Limitations, implications of study findings, and future directions are addressed.
- Subject Added Entry-Topical Term
- Educational psychology.
- Subject Added Entry-Topical Term
- Early childhood education.
- Subject Added Entry-Topical Term
- Psychobiology.
- Index Term-Uncontrolled
- Curriculum
- Index Term-Uncontrolled
- Early childhood
- Index Term-Uncontrolled
- Preschool
- Index Term-Uncontrolled
- Social-emotional
- Added Entry-Corporate Name
- The University of Wisconsin - Madison School Psychology
- Host Item Entry
- Dissertations Abstracts International. 86-02B.
- Electronic Location and Access
- 로그인을 한후 보실 수 있는 자료입니다.
- Control Number
- joongbu:658227
MARC
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■006m o d
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■020 ▼a9798383686447
■035 ▼a(MiAaPQ)AAI31557064
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a370
■1001 ▼aDavis, Elizabeth Kimbrough.
■24510▼aThe Implementation of a Social-Emotional Curriculum in Preschool: Evaluating the Strong Start Intervention.
■260 ▼a[S.l.]▼bThe University of Wisconsin - Madison. ▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a113 p.
■500 ▼aSource: Dissertations Abstracts International, Volume: 86-02, Section: B.
■500 ▼aAdvisor: Eklund, Katie.
■5021 ▼aThesis (Ph.D.)--The University of Wisconsin - Madison, 2024.
■520 ▼aThis study examined the effects of teacher implementation of the Strong Start Pre-K social and emotional (SEL) curriculum as a universal classroom intervention on preschoolers' social and emotional competence as rated by caregivers and teachers. Additionally, the study aimed to establish the acceptability and feasibility of the intervention according to teachers, and study acceptability according to children. The study included eight teachers and 50 preschool children from five early childhood centers. The study followed a pre-posttest control group design and two-way mixed ANOVAs were conducted to examine the effects of participation in the program on children's social and emotional competence. Results suggest that teachers and students find the Strong Start Pre-K program to be highly acceptable and teachers implemented it with high fidelity. Study results suggest that children in the Strong Start classrooms made significant gains in the areas of initiative, self-regulation, and total protective factors according to teacher ratings, while caregivers reported no significant differences between children in treatment or control classrooms over time. Limitations, implications of study findings, and future directions are addressed.
■590 ▼aSchool code: 0262.
■650 4▼aEducational psychology.
■650 4▼aEarly childhood education.
■650 4▼aPsychobiology.
■653 ▼aCurriculum
■653 ▼aEarly childhood
■653 ▼aPreschool
■653 ▼aSocial-emotional
■690 ▼a0525
■690 ▼a0518
■690 ▼a0349
■71020▼aThe University of Wisconsin - Madison▼bSchool Psychology.
■7730 ▼tDissertations Abstracts International▼g86-02B.
■790 ▼a0262
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17163885▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
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