View in EDS

Supporting Social-Emotional Development in Preschoolers: Implementation Evaluation of the PEDALS Program. Research Report. RR-A3269-1

Saved in:
Bibliographic Details
Title: Supporting Social-Emotional Development in Preschoolers: Implementation Evaluation of the PEDALS Program. Research Report. RR-A3269-1
Language: English
Authors: Elaine Lin Wang, Nastassia Re, Christopher Joseph Doss, Jill S. Cannon, RAND Social and Economic Well-Being, RAND Education and Labor
Source: RAND Corporation. 2024.
Availability: RAND Corporation. P.O. Box 2138, Santa Monica, CA 90407-2138. Tel: 877-584-8642; Tel: 310-451-7002; Fax: 412-802-4981; e-mail: order@rand.org; Web site: http://www.rand.org
Peer Reviewed: Y
Page Count: 88
Publication Date: 2024
Sponsoring Agency: Ralph C. Wilson, Jr. Foundation
Document Type: Reports - Research
Descriptors: Preschool Children, Social Development, Emotional Development, Social Emotional Learning, Curriculum Implementation, Curriculum, Teacher Attitudes, Barriers
Geographic Terms: New York, Michigan
DOI: 10.7249/RRA3269-1
Abstract: Though early childhood educators have a long history of emphasizing learning through play to foster the development of the whole child, including social-emotional competencies, the proliferation of formal social-emotional learning (SEL) curricula first seen in kindergarten to 12th grade has expanded to prekindergarten. This report presents initial implementation findings of the Positive Emotional Development and Learning Skills (PEDALS) program, an SEL program in prekindergarten classrooms in Western and Central New York and Southeast Michigan. PEDALS is a two-year program that combines the Second Step Early Learning SEL curriculum with comprehensive supports for teachers and site directors. Findings indicate that educators perceived the Second Step curriculum, PEDALS training, and PEDALS coaching support very favorably; strongly believed in supporting children's social-emotional development; and had a strong sense of self-efficacy for doing so. Observations indicated that educators were highly skilled in implementing Second Step lessons; however, teachers used strategies less consistently when children were having a difficult time or experiencing interpersonal conflict. Educators identified PEDALS resources for developing children's social-emotional competencies as the factors that provided the most implementation support; meanwhile, they identified some contextual factors, such as children's challenging behavior and lack of planning time, as the factors that most hindered implementation. Preliminary findings suggest that many preconditions for effective SEL instruction were met. This implementation study is a part of a larger evaluation of PEDALS that also will estimate the effect of the program on children's SEL and executive functioning skills. A second report will be published at the study's conclusion. [Additional funding from the Health Foundation for Western & Central New York.]
Abstractor: ERIC
Entry Date: 2024
Accession Number: ED655777
Database: ERIC
Description
Abstract:Though early childhood educators have a long history of emphasizing learning through play to foster the development of the whole child, including social-emotional competencies, the proliferation of formal social-emotional learning (SEL) curricula first seen in kindergarten to 12th grade has expanded to prekindergarten. This report presents initial implementation findings of the Positive Emotional Development and Learning Skills (PEDALS) program, an SEL program in prekindergarten classrooms in Western and Central New York and Southeast Michigan. PEDALS is a two-year program that combines the Second Step Early Learning SEL curriculum with comprehensive supports for teachers and site directors. Findings indicate that educators perceived the Second Step curriculum, PEDALS training, and PEDALS coaching support very favorably; strongly believed in supporting children's social-emotional development; and had a strong sense of self-efficacy for doing so. Observations indicated that educators were highly skilled in implementing Second Step lessons; however, teachers used strategies less consistently when children were having a difficult time or experiencing interpersonal conflict. Educators identified PEDALS resources for developing children's social-emotional competencies as the factors that provided the most implementation support; meanwhile, they identified some contextual factors, such as children's challenging behavior and lack of planning time, as the factors that most hindered implementation. Preliminary findings suggest that many preconditions for effective SEL instruction were met. This implementation study is a part of a larger evaluation of PEDALS that also will estimate the effect of the program on children's SEL and executive functioning skills. A second report will be published at the study's conclusion. [Additional funding from the Health Foundation for Western & Central New York.]
DOI:10.7249/RRA3269-1