Date of Award

Spring 5-13-2022

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Special Education


Graduate Studies

Committee Chair

Keri DeSutter


early childhood newsletters, ECSE social/emotional learning, parent education, ECFE parenting tips



Most educators know that it is very important to a child’s overall success to be supported socially and emotionally, especially in Early Childhood. We understand that children do not just act out the way they do because they feel like misbehaving. The challenging behavior is usually the cause of some other sort of reaction the child might not know how to explain or verbalize, for example: feeling tired, hungry, or uncomfortable in a certain situation.

In Early Childhood, educators work closely with parents and caregivers in order to continue the same level of learning at home as well. As educators it is our job to ensure that both families and children continue to build and practice social and emotional skills in a meaningful way in order to use those skills throughout life. Supporting social/emotional learning beginning in Early Childhood builds skills for children to use in order to navigate through higher-level thinking like solving problems, working together with other children in the classroom, and building relationships.

One way that educators can better support families in their own learning of supporting their child’s social/emotional development, is by providing parents/caregivers knowledge and support. For example, in order to help young children develop social/emotional skills to reduce challenging behaviors, regulate emotions, transition to new activities throughout the day, and develop other social skills, parents need to be actively involved in their child’s learning. This project includes a set of five handouts that pertain to different social/emotional strategies or skills. These handouts were designed to share with parents to help keep them informed and on the same page about what is being focused on with their child at school. The handouts include information supported by research and include specific ideas on how the parent/caregiver can use the strategy at home. Additionally, the project includes a list of thirty children’s books that connect with the topics addressed in the handouts. By being consistent both at home and at school, educators can demonstrate for parents how to potentially de-escalate certain situations. The handouts and book list are intended to give parents the strategies they need to stay positive while their child learns new skills.



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