Document Type

Presentation

Publication Date

2025

Faculty Mentor

Kelly McGloon

Abstract

The purpose of this capstone experience is to implement social-emotional activities into specific classrooms of a local daycare center for preschoolers ages three to five years old that are both easy to implement by the teachers and are well received by the children. The overall goals of this capstone are as follows: To develop social emotional training materials for teachers. To help teachers develop evidence-based strategies to develop social-emotional learning in the classroom. To gain a thorough understanding of the social emotional milestones in children ages three to five and how those behaviors manifest in the classroom to facilitate proficiency of skills in the classroom. To gain a thorough understanding of the typical classroom management techniques and how those may potentially facilitate or hinder social emotional development. To gain self confidence in the ability to effectively collaborate with teachers/staff to create effective and practical solutions to classroom challenges. The social-emotional activities that were instilled into these classrooms were positively received by the teachers and enjoyed by the children from conversations with the teachers. Through those conversations, they included reported days of increased knowledge and actions of sharing, using kinder words, and not hitting others by most of the children. In the beginning, the activities were chosen and trialed to target the most common problematic behaviors. Due to teachers leaving and being replaced, it resulted in changes in their current schedules for a certain number of days and the social-emotional activities were put in the back seat. So, additional activities and resources that cover the same topics of focus have been integrated into their existing schedule to help achieve a consistent implementation of these learning objectives to improve and/or facilitate the social-emotional development of these children.

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