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Measuring Social-Emotional Teaching and Learning in Early Childhood Classrooms
Fri, April 13, 4:05 to 6:05pm, Crown Plaza Times Square, Floor: Fifth Floor, Room 501/502Session Type: Symposium
Abstract
A growing consensus points to children’s social and emotional competencies as key ingredients for academic success. Despite agreement about the importance of these skills, surprisingly little is known about specific strategies teachers use to support children’s social and emotional development. Although in early childhood there is a longstanding recognition of the essential nature of these skills, practice relies more on tacit understanding than rigorous research regarding teachers’ roles in supporting children’s SEL. To address advances in the measurement of social-emotional teaching and learning, papers include a longitudinal assessment of measurement variance, an evaluation of observed teaching practice by classroom context, a systematic review of the evidence base for social-emotional teaching, and a practitioner informed approach to new measurement development.
Sub Unit
Chair
Papers
Is the Child Really What's Being Rated? Sources of Variance in Teacher-Rated Socio-Emotional Skills - Laura L Brock, College of Charleston; David W Grissmer, University of Virginia
Praise, Reprimands, and Directives: Associations Between Teachers' Observed Social-Emotional Teaching and Classroom Profiles - Abby Carlson, AppleTree Institute For Education Innovation; Chavaughn Brown, AppleTree Institute For Education Innovation; Leah Dowling, AppleTree Institute For Education Innovation; Daniel Friel, AppleTree Institute For Education Innovation
Building the Evidence Base for Social-Emotional Teaching Practices in Early Childhood - Rachel A. Gordon, University of Illinois at Chicago; Xue Jiang, University of Illinois at Chicago; Kate M. Zinsser, University of Illinois at Chicago
Creating an Observational Measure of Social-Emotional Teaching in Early Childhood - Timothy W Curby, George Mason University; Mayson Trujillo, University of Notre Dame; Kate M. Zinsser, University of Illinois at Chicago