Award Date

December 2023

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Early Childhood, Multilingual, and Special Education

First Committee Member

Jenna Weglarz-Ward

Second Committee Member

Joseph Morgan

Third Committee Member

Joshua Baker

Fourth Committee Member

Peter Wiens

Number of Pages

191

Abstract

Social emotional development is crucial for all young children. Children who develop age-appropriate social emotional skills engage in positive peer relationships, establish friendship skills, and have competent problem-solving skills. Without adequate social emotional skills, young children are at risk for detrimental long and short-term consequences such as academic failure, exclusionary practices, and school dropout. Interventions and support from well-trained teachers are essential for young children to acquire these skills. Using an explanatory mixed method approach, this study investigated how early childhood (EC) and early childhood special education (ECSE) teachers were trained to teach social emotional skills and address challenging behavior. A quantitative survey explored Pyramid Model strategies covered in coursework and implemented during fieldwork, while qualitative focus groups delved into experiences and proposed innovations for improvement. Results revealed that EC/ECSE teachers felt more prepared to provide universal supports but less prepared to address more complex strategies and interventions. In addition, EC/ECSE teachers felt underprepared to teach social emotional content upon entering the workforce. Suggestions for innovations were also discussed. The findings of this study help inform policy, practice and future research to enhance teacher preparation to effectively address social emotional content.

Keywords

Early childhood; Personnel preparation; Pyramid Model; Social emotional

Disciplines

Education | Pre-Elementary, Early Childhood, Kindergarten Teacher Education | Special Education and Teaching

File Format

pdf

File Size

1580 KB

Degree Grantor

University of Nevada, Las Vegas

Language

English

Rights

IN COPYRIGHT. For more information about this rights statement, please visit http://rightsstatements.org/vocab/InC/1.0/

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