Increasing Social Emotional Development

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Increasing Social-Emotional Development for preschool children

Abstract
The purpose of this research study is to determine whether preschool children who meet or exceed expectations in Social Emotional Development are better prepared for Kindergarten. This research focuses on three basic questions concerning social emotional goals for early childhood education. These questions are (1) Can children recognize and regulate their own emotions? (2) If children can establish and sustain positive relationships, and (3) What are the effects of children participating cooperatively in a group setting? The text begins with an explanation of how social emotional development increases learning. Young children’s social-emotional development involves learning how to understand their own and others’ feelings, regulate and express their emotions appropriately, build relationships with others, and interact in groups (Rubin, Bukowski, & Parker, 1998). Social-emotional development flourishes when children have close, supportive, and trusting relationships with adults (Howe & James, 2000). Children thrive when they have affirmation from adults supporting their accomplishments and discoveries.

Introduction
Early Childhood professionals routinely define social-emotional development as the foundation for how children feel about themselves and how they experience others. This begins the day we are born, continues to develop throughout our lifespan and is the foundation of education. The greatest influence on a child’s social-emotional development is the quality of the relationships that he develops with his primary caregivers. 1. High-Quality Plan means a plan that includes, at a minimum, the following components-- 2. (a) A description of the current policies, practices, and resources; 3. (b) The key goals of the plan.

4. (c) The key activities to be undertaken and rationale for the activities, which include why the specific activities are thought to bring about the change envisioned and how these activities are linked to the key goals of the plan, and an explanation of how the policies, practices, and resources described in (a) will change as a result of implementing this plan, if applicable. 5. (d) The timeline for implementing the activities;

6. (e) The party or parties responsible for implementing each activity; | | |
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Introduction
SCHOOL READINESS GOALS
Self Operating Head Start Programs

OVERVIEW OF THE SELF OPERATING HEAD START PROGRAM SCHOOL READINESS GOALS

Defining School Readiness
According to the Office of Head Start, section 641A(g) of the Head Start Act School readiness goals are the expectations of children’s status and progress across domains of learning and literacy development, cognition and general knowledge, approaches to learning, physical well-being and motor development, and social and emotional development that will improve their readiness for kindergarten.

Establishing School Readiness Goals
This document provides the framework for the establishment of school readiness goals for our children participating in Head Start Programs. The purpose of the plan is: 1. To create a set of measurable indicators related to and defining school readiness that can be tracked regularly over time at the state and local levels. 2. To have programs adopt this indicators-based definition of school readiness, fill in the gaps in data availability, track data over time and report findings. 3. To stimulate program and other actions to improve the ability of all children to be prepared for kindergarten grade level by the end of Head Start. Establishing and using school readiness goals are central to providing high-quality services to children and families and the high quality implementation of activities to meet this...
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