Publication Date

2023

Document Type

Dissertation/Thesis

First Advisor

Clucas-Walter, Melissa

Degree Name

M.S. (Master of Science)

Legacy Department

School of Family and Consumer Sciences

Abstract

Social-emotional development has been linked to overall success in school; however, there is limited research on how Preschool for All-Expansion (PFA-E) programs, developed to support children at risk of academic underachievement, impact the social-emotional development of children enrolled. This thesis examines the impact the PFA-E program has on the social emotional development of children enrolled as well as how it impacts development. Data was collected through deidentified Ages and Stages Questionnaires for eight children. This data showed there was no statistically significant change in the social-emotional development of children enrolled; however, four parents and four PFA-E teachers were interviewed, and their perception of children’s development compared to the Head Start Early Learning Outcomes Framework did show there was an impact on social-emotional development for children enrolled. Interviews also underwent thematic coding to understand how the program was impacting social-emotional development. Parents and teachers highlighted the importance of parent – teacher relationships, guidance and modeling, routine, and consistency. Teachers also shared a unique perspective focusing on the important role curricular approach and professional development in their ability to support children’s social-emotional development.

Extent

75 pages

Language

en

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

Download

Share

COinS