Scope and Sequence of Social-Emotional Learning Curricula for Preschool and Kindergarten Practitioners Based on Core Competencies
Date of Award
Project (696 or 796 registration)
Master of Science in Special Education
Before students are ready to learn the academic components of kindergarten, they need to be “ready to learn” first with the social-emotional skills to follow directions, sit quietly, problem-solve, self-regulate, and organize themselves and materials. Collaborative for Academic Social and Emotional Learning (CASEL) defines social-emotional learning (SEL) as “the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions.” Social-emotional learning (SEL) is based on the five core competencies of self-awareness, self-management, responsible decision-making, social awareness, and relationship skills. This project will include a literature review to describe social-emotional learning and analyze various social-emotional curricula as well as create a year-long social-emotional learning scope and sequence based on the five core competencies. This resource will benefit preschool and kindergarten practitioners including general education teachers, special education teachers, and school counselors. It will provide research on social-emotional learning, frameworks, and a resource with lesson plans, materials, and targeted skills.
Rothmeier, Jenessa, "Scope and Sequence of Social-Emotional Learning Curricula for Preschool and Kindergarten Practitioners Based on Core Competencies" (2022). Dissertations, Theses, and Projects. 760.
Curriculum and Instruction Commons, Early Childhood Education Commons, Special Education and Teaching Commons