BIO

I am a pre-med student from Tampa, FL hoping to pursue a career in pediatric medicine in the future. I am interested in research in the fields of neuroscience and psychology within early childhood and adolescence. On campus I am involved in a health and wellness organization called CHAARG, the American Medical Women's Association (AMWA), the American Medical Student Association (AMSA), and Best Buddies.

Do Early Childhood Educators Have a Positive or Negative Perception on the Implementation of a Social-Emotional Curriculum?

Abstract

This mixed-methods (i.e., quantitative and qualitative) study is aimed at exploring early childhood educators’ perceptions and experiences with the social-emotional curriculum Rebound Recovery, focusing on preschool-aged children. Early childhood is a critical period for development that can help to build foundational skills that influence social and academic development.. Early education teachers who implemented the social-emotional curriculum will complete several survey instruments related to managing challenging behavior as well as their self-efficacy and other perceptions of working with preschool age children. They will then be placed in groups of four to participate in a focus group interview. Data from the survey instruments and focus groups will be analyzed to answer the following research questions: What are the experiences, perceptions, and opinions of early childhood educators after implementing the Rebound and Recovery curriculum with preschool age children? What is the relationship between teacher (1) self-efficacy, (2) perceived relationships with students in their classrooms, (3) stress, and (4) priorities and beliefs about behavior, teaching practices and children, and their continued use of Rebound and Recovery?

Keywords: Education, Social-Emotional Learning, Early Childhood