Summarizes research conducted primarily over the past 10 years on how families’ involvement in children’s learning and development through activities at home and at school positively impacts literacy, mathematics, and social-emotional skills of children ages 3 to 8. Addresses implications for future research and practice on family involvement.
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1. Promoting Early Childhood Social and Emotional Learning and Development
Beginning early in life, social and emotional learning (SEL) is highly important for helping preschool children to understand and manage their emotions, feel and show empathy for others, establish healthy relationships, set positive goals, and make responsible decisions. Effective SEL programming, from preschool through college, will promote the successful development of social and emotional skills that will lead to future healthy interpersonal relationships, association with nonviolent peers, and improved academic achievement.
When integrated efforts are used to develop students’ social and emotional skills, there are many positive outcomes, including prevention of risky behaviors (e.g., drug use, violence, bullying, and dropping out). To effectively promote early childhood SEL, schools and community agencies/organizations should provide professional development on implementing evidence-based SEL programs to staff who can incorporate these programs into their lessons. Lastly, it is important for all child-serving entities to incorporate SEL components into all of their programs and services.
The three LEAs (Lyon, Nye, and Washoe School Districts) provided ASQ-SE training for schools and community early childhood professionals. As a result, developmental screenings have been provided to 1,169 young children (2013-2016 school years). The school districts and community agencies have developed the infrastructure and capacity to continue the ASQ-SE screenings.
Wisconsin’s SS/HS State Team and LEA’s worked in collaboration with the state Pyramid Model Implementation Team to expand early childhood social emotional learning (SEL) and development across the state through 1) broad implementation of the Pyramid Model, and 2) improving early identification of children at risk for SEL difficulties. By 2017, Wisconsin had 20 additional Ages and Stages Questionnaires: Social-Emotional (ASQ-SE) trainers with the capacity to reach 180 districts and community partners; and 103 new Positive Solutions for Families trainers.
In each of the three SS/HS LEA, 100% of early childhood staff were trained in early childhood social emotional learning and development, with “booster sessions” (e.g., coaching, additional workshops, follow-up to assessments) provided during the school year. In addition, 100% of children and youth in each SS/HS LEA have been screened for early social, emotional, or developmental delays and a follow-up screening process has been institutionalized.
Greene County Educational Service Center (ESC) developed the ECMHC program to promote young children’s social and emotional development, to address challenging behaviors, and to assist parents/caregivers of young children in the region who have experienced high levels of trauma or toxic stress. The caregivers in early learning programs were not adequately trained on how to support the social-emotional development of children. In Greene County, 44 out of 57 child care centers were not yet participating in the Ohio’s quality rating and improvement system.
Recognition of the critical importance of mental health in the education of young children has brought significant change to Laconia’s Pleasant Street School (PSS) and other district schools.
Contains activities suitable for a different age group, from infants to teenagers. The guide may be read in its entirety (which includes the introduction and references) or in discrete sections geared to specific age groups.
This module provides an overview of Comprehensive School Mental Health (CSMH) and describes the continuum of implementing a CSMH Program.
Provides educators with an overview of social and emotional learning (SEL) and school-family partnerships (SFPs), a discussion of the important relationship of SFPs and SEL, and strategies to promote children's social, emotional, and academic development using school-family partnerships.
Reviews four foundations for young children's development that appear to underlie children's competence and predict success in school from Prekindergarten through Third Grade: self-regulation, representation, memory, and attachment.
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