Date of Award
1-1-2023
Document Type
Dissertation
Degree Name
Ph.D. in Education
First Advisor
Kenya E. Wolff
Second Advisor
Alicia Stapp
Third Advisor
Stephanie Miller
School
University of Mississippi
Relational Format
dissertation/thesis
Abstract
This study focused on examining the use of diverse children's literature and social-emotional learning (SEL) curricula to enhance the social-emotional competence skills of Pre-K students in general education classrooms. Understanding and developing these skills during early childhood has been shown to be essential for healthy child development, and early education teachers play a critical role in this process. The findings from this study suggest that while teachers have a positive view and awareness of the theoretical foundations of SEL, they may need additional training and support to effectively implement and incorporate SEL strategies in their practices. Specifically, the study highlighted the limited repertoire of diverse literature incorporated into SEL strategies, suggesting a need for further attention to the importance of this component in teacher training and professional development initiatives. Overall, this research highlighted the importance of examining how Pre-K teachers use diverse literature and their practices in incorporating SEL into the curriculum, as well as the need for ongoing support and resources to address any identified gaps in their knowledge and skills.
Recommended Citation
Middleton, LaShana T., "Using Diverse Children's Literature to Enhance Social Emotional Learning" (2023). Electronic Theses and Dissertations. 2698.
https://egrove.olemiss.edu/etd/2698