3-244 - Social-Emotional Learning in the Context of Mathematical Engagement in Preschool Classrooms

Session Type: Exchange Symposium

Integrative Statement

Encouraging the social and emotional development of children is a primary focus of early childhood education (ECE). Research suggests social-emotional learning (SEL) skills, such as self-regulation, help-seeking, and persistence, are at least as important as general intelligence for early school success and may be linked to mathematics learning and engagement (Blair & Raver, 2015; Jones & Bouffard, 2012; McClelland, Cameron, Connor, Farris, Jewkes, & Morrison, 2007). In addition, research has shown that transmedia resources, such as broadcast television programming and online interactives, can be effectively utilized by teachers to facilitate children’s interest, engagement, and learning in content areas such as mathematics (CPB, 2016; Author, 2017). This Exchange Symposium will discuss what SEL looks like in the presence of math engagement by considering findings of two research studies conducted in ECE settings and an associated professional development model. In one study, early childhood educators were provided with math-related digital media resources that were designed to promote SEL and math skills. In the other study, educators were trained in an evidence-based approach that contributes to a learning environment based upon warm and authentic relationships with others, developmentally appropriate scaffolding, and opportunities to take risks and make mistakes without fear. Findings are especially pertinent for supporting SEL during math activities at the preschool level, where studies suggest that addressing and scaffolding social and emotional skills, such as executive functioning, may be helpful to children experiencing difficulties learning mathematical skills and concepts (Bull, Espy, & Wiebe, 2008; Clark, Pritchard, & Woodward, 2010).

Sub Unit

• School Readiness/Childcare

Chair

• Mallary I. Swartz, Ounce of Prevention Fund

Individual Presentations

• Early Childhood Educators’ Use of Math-Based Digital Media to Support Children’s Social-Emotional Skill Development - Presenting Author: Camellia Sanford-Dolly, Rockman et al

• Building the Foundation of Social-Emotional Learning Through Relationships - Presenting Author: Dana M Winters, Fred Rogers Center; Non-Presenting Author: Emma Swift Lee, Fred Rogers Center for Early Learning and Children’s Media at Saint Vincent College

• Teacher Beliefs and Attitudes About Social-Emotional Learning and Mathematics Engagement - Presenting Author: Ashley Shafer, University of Pittsburgh; Non-Presenting Author: Shannon B. Wanless, University of Pittsburgh; Non-Presenting Author: Mallary I. Swartz, Ounce of Prevention Fund; Non-Presenting Author: Paige Strasbaugh, Fred Rogers Productions