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June 16, 2017

The importance of social and emotional learning: Part I

Social and Emotional Learning (SEL) is a subject that’s being increasingly discussed in the education community. SEL is teaching students character skills, which most people agree are important.  The challenge is, while these attributes are significant, they are often hard to objectively define and analyze to see how exactly they impact a student’s future.  In 2015 the OECD published the report Skills for Social Progress: The Power of Social and Emotional Skills with a goal to shed light on evidence behind the impact social emotional learning can have on students.

SEL

The report has many findings, but I hope to highlight a few that I find particularly interesting.  The first finding is social and emotional skill development plays a significant role in a student’s academic development.  Specifically, out of the many skills measured “conscientiousness, sociability and emotional stability” helped with future career and social prospects.  If you think about it, this makes sense.  If you have a student who can regulate his/her emotions, show respect and get along with his/her peers, this student will have skills that will help in future classes covering all different subject areas, and for a wide variety of careers.

The impact of SEL is significant for any student, but its impact is even higher on those students who have lower academic performance.  These students are often placed in intervention programs to help them catch up to their peers.  The evidence from this report shows that social and emotional development should be a key part of these programs because it can help the interventions have an even greater impact on student performance.  This further makes attention to SEL a key consideration for improving equity in a school system.

The OECD report also notes the importance of teaching these character traits early in a student’s education career.  After reviewing the current literature, they find that focusing on social and emotional development in early childhood programs has future benefits for students, such as fewer behavior problems and greater student learning.  The report showcases a few specific programs that have been researched and implemented in schools.  One of these programs is “Tools of Mind” which is used in preschool and early primary classrooms to teach students how to regulate their emotions and social behaviors.  While no long-term study has been carried out on students who have completed the program, short-term evaluations do show that students have improved classroom behavior and emotional control.  The skills students learn in these programs build on each other, and so the earlier they can start the better.

Six months ago, the OECD released the findings for the 2015 PISA. PISA is an international assessment for 15-year-old students in reading, math and science and is given in 72 countries.  One of the key areas of analysis for this round of PISA is social and emotional development and well-being, and looking at how this may be associated with student performance.  Next week, I will highlight some of the key findings from the more recent report that shows how the U.S. compares to the 72 other countries. — Annie Hemphill

Filed under: equity,SEL,Student support — Tags: , — Annie Hemphill @ 3:08 pm





April 24, 2017

Early childhood investments seem to be paying off

Children are entering kindergarten with stronger math and literacy skills, a recent report shows. These gains seem to be due to investments in improving the quality of early childhood programs, such as HeadStart. Stark gaps still persist between students based on race and socioeconomic status, though all groups have made progress. Behavioral outcomes did not show improvement, and some measures actually declined. The report compares kindergarteners from 1998 to those in 2010.

Researchers said that the gains amount to about 17% of what the average kindergartener learns in math and reading. Schools should take notice and adjust their curricula to ensure that all students are receiving rigorous instruction that builds on what they already know so that such gains are not lost.

EarlyChildhood

Source: Bassok, Daphna, and Scott Latham. “Kids Today: The Rise in Children’s Academic Skills at Kindergarten Entry.” Educational Researcher 46, no. 1 (2017): 7-20.

Black students saw the greatest improvements, with an increase of 12% to 25% of students deemed “high proficiency” and a drop from 69% to 54% of students deemed “low proficiency. Hispanic students saw an improvement of 10% to 18% of students who were “high proficiency” and a 10 percentage-point drop in students who were “low proficiency.” In comparison, white students saw a 9% gain in “high proficiency” and 8% drop in “low proficiency.” The achievement gap across K-12 education is largely present before students even step foot in a school, so reducing these differences between students should ultimately result in more equitable outcomes later in life, as well.

EarlyChildhood2

Source: Bassok, Daphna, and Scott Latham. “Kids Today: The Rise in Children’s Academic Skills at Kindergarten Entry.” Educational Researcher 46, no. 1 (2017): 7-20.

Students haven’t necessarily been participating in preschool at higher rates, but the authors point to improvements in the quality of early childhood programs, such as HeadStart, as possible reasons for the gains. Other studies have documented improvement in activities that parents do with their children, such as reading at home or visiting zoos and museums.

While academic indicators showed improvement, behavioral outcomes did not enjoy such gains. Students were rated at similar levels as before in self-control and interpersonal behavior, but had worse outcomes in approaches to learning, which includes “children’s eagerness to learn, along with their ability to work independently, persist in completing tasks, and pay attention.” While the cause for this is uncertain, the authors point to an increase in seat work and a decrease in play-based activities for kindergarteners as a possible cause for the teacher-assessed rating change. Others have shown concern that children are losing the opportunity for self-selected activities, which promote a love of learning and social skills.

We applaud the work done by thousands of parents and early childhood educators to prepare students for school. We should continue to make investments in children, ensuring that all students have the opportunity to grow academically in the most developmentally appropriate way possible. We should also capitalize on the gains made in the early years by ensuring that they continue to grow throughout their K-12 education.

Filed under: CPE,Early Childhood,Play,Pre-k,preschool,SEL — Tags: , , , — Chandi Wagner @ 12:21 pm






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