The Role of Emotions in Childrens Concurrent and Future Competence and Life Success

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The Role of Emotions in Childrens Concurrent and
Future Competence and Life Success

• Kimberly A. Schonert-Reichl, Ph.D.
• Angela Jaramillo, M.A.
• University of British Columbia

Supporting Childrens Social and Emotional
Health Assessment Tools, Research and
Practice May 11, 2006
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• Looking for the positive
• A focus on discerning strengths
• Seeing young children thru a new lens

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• Educating the Mind and Heart

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The Need to Balance Educating the Mind with
Educating the Heart

• Recently, Nobel Peace Prize Laureate, Archbishop
  Desmond Tutu said
• Educating the mind without educating the heart
  has produced brilliant scientists who used their
  intelligence for evil.
• Roundtable Dialogue, Balancing Educating the
  Heart with Educating the Mind
• April 20, 2004, Chan Centre, University of
  British Columbia

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TAKE HOME MESSAGES

• The preschool years are a transitional point in
  development one in which there is an increased
  time of risk as well as an opportunity for
  intervention and prevention.
• There is an inextricable link between social
  emotional competence and school success this
  link becomes particularly salient during the
  transition to kindergarten.
• All research points to the importance of
  fostering young childrens social and emotional
  development.

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• . . . emotional literacy is as vital as any
  other skill, and is particularly central to
  childrens ability to interact and form
  relationships.
• Susanne Denham
• Social and Emotional Prevention and
  Intervention Programming for Preschoolers, 2003

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Guiding Principles

• Development of the whole child.
• Importance of creating caring communities.
• Relationships as central.

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Central Role of Relationships

• "Human beings of all ages are happiest and able
  to deploy their talents to best advantage when
  they experience trusted others as standing
  behind them."
• (p.25, Bowlby, 1973)

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• Every child requires someone in his or her life
  who is absolutely crazy about them.
• Urie Bronfenbrenner

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Fostering Competence

• It is critical to the future of a society that
  its children become competent adults and
  productive citizens. Thus, society and parents
  are a stake in the development of competence and
  in understanding the processes that facilitate it
  and undermine it
• (Masten Coatsworth, 1998, p. 205)

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• DEFINING
• SEL, Emotional Competence, EQ

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What is Social and Emotional Learning?

• Social emotional competence measures the ability
  to understand, process, manage, and express
  social and emotional aspects of our lives
  (Cohen, 2001).
• Social and emotional learning refers to the
  process and methods used to promote social and
  emotional competence.

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What Is Social and Emotional Learning (SEL)?

• SEL is the process of acquiring the competencies
• to recognize and manage emotions,
• develop caring and concern for others,
• establish positive relationships,
• make responsible decisions, and handle
  challenging situations effectively.
• These competencies provide the foundation for
  positive health practices, engaged citizenship,
  and academic achievement.

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Five Components of Social Emotional Learning
(www.casel.org)

• Self-Awareness awareness of feelings and our
  own abilities sense of self-confidence.
• Social Awareness ability to take others
  perspectives appreciating and interacting with
  diverse groups.
• Self-Management being able to regulate ones
  own emotions conscientious perseverance.
• Relationship Skills Establishing and
  maintaining healthy relationships negotiating
  conflict seeking help when needed.
• Responsible Decision-Making Assessing risks and
  making good decisions respecting others taking
  personal responsibility for ones decisions.

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A Few Recent Books

• Cohen, J. (Ed.) (2001). Caring classrooms
  /intelligent schools The social emotional
  education of young children. New York, NY
  Teacher's College Press.
• Denham, Susanne A. (1998). Emotional development
  in young children. The Guilford Press.
• Zins, J., Weissberg, R., Wang, M., Walberg, H.
  J. (Eds.). (2004). Building Academic Success on
  Social and Emotional Learning What Does the
  Research Say? New York, NY Teachers College
  Press.

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Important Websites

• Collaborative for Academic and Social and
  Emotional Learning (CASEL)
• www.casel.org
• Centre for Social and Emotional Education
• www.csee.net
• Developmental Studies Center (Caring School
  Communities Project
• www.devstu.org

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• Dimensions of Emotional Development

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Skills of Emotional Competence-Functionalist
Approach (Saarni, 1999)

• Awareness of ones emotions
• Ability to discern others emotions
• Ability to use a vocabulary of emotions
• Capacity for empathy and sympathy
• Ability to understand that ones emotional state
  may not be related to expression of emotions
• Emotion regulation
• Awareness that emotions are communicated in
  relationships
• Capacity for emotional self-efficacy

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Key Dimensions of Emotion Competence

• Three key dimensions of emotion management
  skills
• Emotion encoding and decoding
• Emotional understanding
• Emotional regulation

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Emotional Development in Early Childhood 2-5
years

• Rapid and remarkable advances during this age
  period increases in emotion regulation, emotion
  vocabulary, feeling-thought connections.
• This age period represents a sensitive period
  for developing accurate perception of emotion in
  self and others.
• The latter part of the preschool years in
  particular may represent a sensitive period for
  emotion-induction techniques that foster the
  development of empathy, sympathy, and prosocial
  orientation.

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Emotional Competence

• Developmental Milestones of Emotional competence
• Secure attachment with a primary caregiver.
• Ability to recognize and label emotions.
• Cognitive problem solving.
• If not met, at risk child may experience set
  backs in the development of emotional competence.

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Parental Socialization Practices and Emotional
Competence Research Findings

• Parents who use inductive discipline strategies
  (try to understand the childs point of view and
  explain the consequences of actions) have
  children who internalize positive values and
  demonstrate prosocial behaviors (Eisenberg
  Fabes, 1998).
• Positive emotions in the home are positively
  related to childrens prosocial behavior
  (Eisenberg et al., 1991).

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Empathy Development (Hoffman, 1982, 1998)

• Stage 1 Reactive Newborn Cry
• Stage 2 Egocentric Empathic Distress
• (12-18 months)
• Stage 3 Quasi-egocentric Empathic Distress
• (2/3 years)
• Stage 4 Veridical Empathic Distress Empathy for
  another's feelings (elementary years)
• Stage 5 Empathy for another's experience beyond
  the immediate situation
• (late childhood/early adolescence)

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CHILDREARING PRACTICES

• Researchers have identified relationships between
  the use of certain parental childrearing
  practices and the development of empathetic
  feelings, understanding, and social behavior in
  children
• MOTHERS whose behavior toward their preschool
  children is RESPONSIVE, NONPUNITIVE, AND
  NONAUTHORITARIAN have children who have higher
  levels of affective and cognitive empathy and
  prosocial behavior (Kestenbaum, Farber, Sroufe
  1989).
• REASONING WITH CHILDREN, even quite small ones,
  about the effects of their behavior on others and
  the importance of sharing and being kind is
  effective in promoting empathy and prosocial
  behavior (Kohn 1991).

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CHILDREARING PRACTICES

• PARENTAL MODELING OF EMPATHETIC, CARING BEHAVIOR
  toward children (and toward others in the
  children's presence) is strongly related to
  children's development of prosocial attitudes and
  behavior (Kohn 1991 McDevitt, Lennon, Kopriva
  1991).
• WHEN CHILDREN HAVE HURT OTHERS or otherwise
  caused them distress, research supports the
  practice of giving explanations as to why the
  behavior is harmful and suggestions for how to
  make amends (Kohn 1991).
• PARENTS ENCOURAGING SCHOOL-AGE CHILDREN TO
  DISCUSS THEIR FEELINGS AND PROBLEMS is positively
  related to the development of empathy in those
  children (Clarke 1984).

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CHILDREARING PRACTICES

• Researchers have also identified childrearing
  practices which are NEGATIVELY related to the
  development of empathy
• THREATS AND/OR PHYSICAL PUNISHMENTS given out in
  an attempt to improve children's behavior are
  counterproductive (Kohn 1991 Zahn-Waxler,
  Radke-Yarrow, King 1979).
• INCONSISTENT CARE (e.g., inconsistency in
  parents' reactions to children's emotional needs)
  and PARENTAL REJECTION/WITHDRAWAL in times of
  children's emotional needs are both associated
  with low levels of empathy on the parts of the
  children (Kestenbaum, Farber, Sroufe 1989).
• The provision of EXTRINSIC REWARDS OR "BRIBES" to
  improve children's behavior is counterproductive.
  Researchers have found that providing payoffs for
  prosocial behavior focuses attention on the
  reward rather than the reason for it and that the
  desired behaviors tend to lessen or disappear
  when the reward is withdrawn (Kohn 1991).

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EMPATHY TRAINING

• Research supports the provision of empathy
  training to enhance empathetic feelings and
  understanding and increase prosocial behavior.
• Components within empathy training associated
  with increases in empathy
• TRAINING IN INTERPERSONAL PERCEPTION AND
  EMPATHETIC RESPONDING Students learn what
  empathy is, how it develops, how to recognize
  different emotive states in themselves and
  others, and how to respond to others positively
  (Black and Phillips 1982 Herbek Yammarino
  1990 Kalliopuska 1983 Kremer Dietzen 1991
  Pecukonis 1990).
• INITIAL FOCUS ON ONE'S OWN FEELINGS When seeking
  to increase the ability of children to assume
  another's perspective, it is most fruitful to
  have them focus first on their own feelings--the
  different kinds of feelings they have and what
  feelings are associated with what kinds of
  situations (Black and Phillips 1982 and Dixon
  1980).
• FOCUS ON SIMILARITIES BETWEEN ONESELF AND OTHERS
  Activities which focus children's attention on
  similarities between themselves and another
  person (or other persons) (Black Phillips 1982
  Brehm, Fletcher, West 1988 Clarke 1984 Dixon
  1980 and Hughes, Tingle, Sawin 1981).
  Virtually all considerations of the empathic
  process have noted the close connections between
  responding empathically to another person and
  perceiving that person as similar to oneself (p.
  8).

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EMPATHY TRAINING

• ONGOING PRACTICE IN IMAGINING/PERCEIVING
  ANOTHER'S PERSPECTIVE. Repeated practice at
  taking another's perspective is more effective
  than one-shot or infrequent efforts to do so
  (Black and Phillips 1982 Haynes and Avery 1979
  Kalliopuska 1983 Kremer and Dietzen 1991 and
  Pecukonis 1990).
• EXPOSURE TO EMOTIONALLY AROUSING STIMULI.
  Exposure to stimuli such as portrayals of
  misfortune, deprivation, or distress on the part
  of others tends to increase empathetic feelings
  and responses (Barnett et al. 1982 Howard and
  Barnett 1981 Pecukonis 1990 and Perry, Bussey,
  and Freiberg 1981).
• POSITIVE TRAIT ATTRIBUTION. Positive trait
  attribution--or "dispositional praise"--refers to
  the practice of emphasizing to children that the
  reason they exhibit prosocial behavior is that it
  is their nature to do so.
• Example A teacher or experimenter might say to a
  child, "I'll bet you shared with Susie because
  you're a nice person who likes to make other
  children happy." Researchers (e.g., Kohn 1991
  Mills and Grusek 1989 and Perry, Bussey, and
  Freiberg 1981) have found that reinforcing to
  children that they have a certain positive trait
  within them increases those children's
  performance of behaviors congruent with that
  trait. Kohn (1991) writes
• ...the teacher's goal should not be simply to
  produce a given behavior...but to help that child
  see himself or herself as the kind of person who
  is responsible and caring. From this shift in
  self-concept will come lasting behavior and
  values that are not contingent on the presence of
  someone to dispense threats or bribes (p. 501).

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EMPATHY TRAINING

• EMPATHY AND ACADEMIC OUTCOMES. One of the
  arguments against character-related educational
  activities is that they take precious time away
  from the development of basic and higher-order
  cognitive skills.
• The research, however, shows an impressive
  correlation between students' training and skills
  in empathetic understanding and their academic
  performance
• Researchers (e.g., Bonner Aspy 1984) have
  identified significant correlations between
  students scores on measures of empathetic
  understanding and their grade point averages.
• Program evaluation results have shown that
  schools where students are involved in programs
  designed to increase empathy and create "caring
  communities" have higher scores than comparison
  schools on measures of higher-order reading
  comprehension (Kohn 1991).
• Review of research related to empathy
  training/instruction indicates that this
  instruction enhances both critical thinking
  skills and creative thinking (Gallo 1989).
• Gallo 1989
• ...the empirical evidence establishes that it is
  not just moral reasoning but reasoning generally
  which benefits from empathic understanding (p.
  100).
• "the attributes which characterize empathy
  correlate with those of effective critical
  thinking and imagination" (p. 114). She notes
  that role-taking, a key feature of empathy
  training, engenders the kinds of mental habits we
  associate with astute thinking.

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Alfie Kohn

• October 20, 2006
• Vancouver, B.C.
• SPONSOR Vancouver Elementary School Teachers'
  Association
• EVENT keynote professional development
  conference
• FOR MORE INFO
• [phone]

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Emotional Intelligence

• Emotional intelligence
• "is a type of social intelligence that involves
  the ability to monitor one's own and others'
  emotions, to discriminate among them, and to use
  the information to guide one's thinking and
  actions" (Mayer Salovey, 1993).

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IQ or EQ?

• IQ can contribute about 20 of success in life,
  that means another 80 is left.
• There are many ways in which your destiny in life
  depends on having the skills that make up social
  and emotional intelligence.

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Testing your EQ

• Youre on an airplane that suddenly hits
  extremely bad turbulence and begins rocking from
  side to side. What do you do?
• Continue to read your book or magazine, paying
  little attention to the turbulence.
• Become vigilant for an emergency, reading the
  emergency instructions card.
• Not sure-never noticed.

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Answer

• Anything but C
• that answer reflects a lack of awareness of
  your habitual responses under stress.

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Testing your EQ

• You had hoped to get an A in a course, but you
  just found out you got a C-. What do you do?
• Sketch out a plan for ways to improve your grade
  and resolve to follow thru on your plans.
• Resolve to do better in the future.
• Tell yourself it really did not matter how you
  did in the class.
• Go see your professor and try to talk her into
  giving you a better grade.

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Answer

• Correct answer A
• One mark of self-motivation is being able to
  formulate a plan for overcoming obstacles and
  frustrations and follow through on it.

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Testing your EQ

• Youre trying to calm down a friend who has
  worked himself up into a fury at a driver in
  another car who cut him off. What do you do?
• Tell him to forget it hes okay now and it is
  no big deal.
• Join him in putting down the other driver, as a
  show of respect.
• Tell him about a time something like this
  happened to you and how you felt, but then you
  found out that the driver was on the way to the
  hospital emergency room.

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Answer

• Best answer C
• Research on rage and how to calm it show the
  effectiveness of distracting the angry person
  from the focus of his rage, empathizing with his
  feelings and perspective, and suggesting a less
  anger-provoking way of seeing the situation.

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Making the Case . . .

• "Young people who are socially and emotionally
  intelligent are happier, and fulfill their
  current and future roles in life more
  effectively. They become better students, family
  members, and friends-and later-better workers,
  parents, and citizens."-Daniel Goleman, Author
  of Emotional Intelligence

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The Research Evidence

• Making the Case for the Role of Emotions in Early
  Childhood Development

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Guided by research

• Rigorous science provides an essential foundation
  for effective policies and practices.

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Making the Case for the Importance of
Socio-emotional Development

• Policy makers, researchers, and educators have
  intensified their interest in supporting young
  childrens readiness to learn as they enter
  school (National Education Goals Panel, 1998)

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Making the Case . . .

• While young childrens emotional problems are
  costly, results from interventions suggest that
  these problems are
• (a) Identifiable early,
• (b) Amenable to change, and
• (c) Can be reduced over time.

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EMOTIONS MATTER
Links to Peer Relations and School Success.
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Research Findings

• Emotional competence is central to childrens
  ability to form relationships and interact
  with peers (Denham Burton, 1996).

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Early Emotional Adjustment Predicts Early School
Success

• Childrens emotional and social skills are linked
  to their early academic standing (Wentzel
  Asher, 1995)

• Casual Link Academic achievement during the
  first years of schooling appears to be built on a
  firm foundation of childrens emotional and
  social skills (Ladd, Kochendorfer, Coleman,
  1997)

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Peers Can Have a Positive Influence

• Predicting childrens early school adjustment
  (Ladd, 1990)
• Children who began kindergarten with a number of
  classroom friends during school entrance
  developed more favorable school perceptions by
  the second month.
• Making new friends in school were associated with
  gains in school performance.

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• What are the barriers to promoting young
  childrens emotional development?

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Research Findings

• Recent research demonstrates that childrens
  emotional and behavioural adjustment is essential
  for their chances of early school success
• BUT
• An emphasis on childrens academic preparedness
  continues to overshadow the importance of
  childrens social and emotional development for
  early school readiness (Hyson, 1994 Raver
  Zigler, 1997)

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Tension

• Academic Focus
• (e.g., drill and kill)
• Versus
• Child centered
• (e.g., exploration, focus on social and emotional
  development)

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Recent Research Findngs(A. J. Reynolds, Univ. of
Wisconsin)

• 2004 study of Child-Parent Centres
• Compared children from didactic approaches
  (direct instruction) to children who were in
  preschools in which child initiated learning was
  emphasized.

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Research Results

• Although preschoolers whose teachers took a
  didactic approach did better at the end of
  kindergarten, the reverse was true later on.
• Children who were in child initiated learning
  preschools, in contrast to children in didactic
  programs, had
• Higher 8th grade reading scores,
• Higher rates of high school graduation,
• Were significantly more likely to have enrolled
  in a 4-year college,
• Were significantly less likely to have been
  jailed.

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• Children can be taught in a way that uses,
  rather than destroys, their natural desire to
  learn. (Stipek, 2005)

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FRAMEWORKS FOR UNDERSTANDING YOUNG CHILDRENS
EMOTIONAL COMPETENCE
Emotional Competence

• Children have a set of emotional competencies
  in ways that they think about and handle their
  own and others emotions (Saarni, 1990).
• Early educational programs have implemented
  emotions based curricula and social skills
  training programs.

Developmental Psychology
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• The developmental mechanism that is used most
  frequently to explain age-related increases in
  altruistic behavior is the increasing ability of
  the child to take the point of view of the other
  person.

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Social and Emotional Learning Programs
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The Safe Spaces Program
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Safe Spaces Centre RulesChildrens Circle Day
Care Society
To begin our Safe Spaces program we posted the
centre rules, the vocabulary, and the signing
vocabulary. We shared all of the information with
our parents. We took pictures of children being
friendly, showing their feelings, etc.
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Safe Spaces Baby Gallery
Our baby gallery consists of pictures of our
infants and their families. The children became
very involved as they would point at the
pictures. The parents also enjoyed the pictures
as they helped each parent become more familiar
with each other
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Circle Time and Puppets
Marta is our new friendwe introduced Marta and
talked about Marta being our friend. We sang a
song This is Marta, she is our new friend, she
has come to play with us today. How can we make
Marta feel welcome? The children shook hands
with her
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Safe / not Safe
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Friendly / not Friendly
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Friendly / not Friendly
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Hands are not meant for hitting
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Friendly Jar
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Evaluation Overview of Safe Spaces

• Objective
• To evaluate both the short-term and long-term
  effectiveness of the Safe Spaces Program in
  promoting young childrens social, emotional, and
  behavioural competencies.
• Key Components of the Evaluation
• Link between theory and practice.
• Theoretical model Functionalist approach to
  emotions.
• Developmental evaluation methodology.
• Evaluation of a routine practice program
  (Wilson et al., 2003).
• Assessment of implementation promotion and
  integrity.
• Quasi-Experimental (pre-test, post-test, matched
  comparison).
• Longitudinal design.

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Safe Spaces Study
Teacher Report
Study Measures

• Child Self
• Report

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Evaluation of Programs

• Assessing Young Childrens Social and Emotional
  Understanding
• Emotional Understanding/Comprehension
• Moral and Social Understanding
• Empathy
• Taking context into account
• Classroom observation

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Assessing Childrens Social and Emotional
Understanding

• Emotional Understanding/Comprehension
• Moral and Social Understanding
• Empathy

• Child Report
• Teacher Report

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1. Emotional Understanding/Comprehension

• Emotion Expression Labeling (Denham, 1986)

• There are two types of measures
• Expression identification via verbal naming and
  nonverbal pointing
• The child is required to label the emotion of a
  protagonist in each of 18 different stories
  representing four basic emotions

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1. Emotional Understanding/Comprehension

• Emotion Expression Labelling (Denham, 1986)

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1. Emotional Understanding/Comprehension

• Emotion Comprehension
• (Harris, Pons, Rosnay, 2003)

Examines childrens understanding of emotions
by assessing individual childrens ability to
understand nine different components of emotions
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1. Emotional Understanding/Comprehension

• Emotion Comprehension
• (Harris, Pons, Rosnay, 2003)

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1. Emotional Understanding/Comprehension

The Emotion Questionnaire (Rydell et al., 2003)
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2. Moral and Social Understanding

• Moral Beliefs Questionnaire
• (Dunn, Cutting, Demietriou, 2000)

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2. Moral and Social Understanding

• Group for the Study of Interpersonal
  Development(GSID)
• Shultz Selman, 1998

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3. Empathy

• Empathy (Bryant, 1986)

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3. Empathy

• Empathy Social Competence (AR4)
• Eisenberg, (1991)

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3. Empathy
The Young Childrens Empathy Measure Poresky,
R.H. (1990).

• Utilized a definition of empathy that included
  cognitive and affective response measures.
• Four Verbally presented vignettes created for
  this measure probed the childs ability to
  identify sadness, fear, anger, and happiness in a
  very short time.
• For each of the four vignettes, an interviewer
  elicited and wrote down the childs responses on
  the two aspects of empathy by asking the child
• How does the child feel? (Cocginituve
  Perspective Taking)
• How do you feel about this? (Affective
  Perspective Taking)
• The empathy vignettes are
• Sadness A child has just lost its best friend.
• Fear A child is chased by a big, nasty
  monster.
• Anger A child really wants to go out but is not
  allowed.
• Happinness A child is going to its most
  favorite park to play.

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Additional MeasuresChild Self Report

• Emotional Understanding
• (Cassidy, Parke, Butkovsky, Braungart, 1992)
• Mixed Emotions
• ( Brown Dunn, 1996)

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Additional MeasuresTeacher Report

• Child Behaviors with Peers Child Behavior Scale
  measures prosocial, antisocial/aggressive, and
  withdrawn behaviours with peers (Ladd Profilet,
  1996)
• Preschool Social Competence (Preschool Competence
  Questionnaire, Olson, 1984)
• Features of Preschoolers Friendships (e.g.,
  Ladd, Kochenderfer, Coleman, 1996 Sebanc,
  2003)
• Childrens Behaviour Questionnaire-CBQ (Rothbart,
  1996) Temperament

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Classroom Assessment Scoring System(CLASS)
Taking context into account

• CLASS System for observing and assessing the
  qualities of interactions between teachers and
  students in classrooms (Classroom Quality).
• CLASS Measures instructional and
  social-emotional interactions proven to
  contribute to students' academic achievement and
  social competencies during early childhood years
  and elementary grades.
• CLASS Can be used to reliably assess classroom
  quality for research and program evaluation
• CLASS Validated in over 2,000 classrooms

Pianta, La Paro, Hamre, 2006 Center for
Advanced Study of Teaching and Learning
(University of Virginia)
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What dimensions does the CLASS measure?
Classroom Quality
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CLASS Video
Description of CLASS By Dr. B. Pianta
Video Clip PreK-K (Positive Climate)
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CLASS - Research

• CLASS
• May be used in large or small studies
• Measure
• Classroom processes linked to students'
  performance in classroom settings
• Children's development and behavior over time.
• CLASS
• Has been used in large-scale studies of child
  development and classroom quality, as well as
  smaller intervention studies

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CLASS Research An Example

• Title Can Instructional and Emotional Support
  in the First-Grade Classroom Make a Difference
  for Children at Risk of School Failure?
• Main Purpose Examine ways in which children's
  risk of school failure may be moderated by
  support from teachers.
• Sample
• Participants were 910 children in a national
  prospective study.
• Children were identified as at risk at ages 56
  years on the basis of demographic characteristics
  and the display of multiple functional
  (behavioral, attention, academic, social)
  problems reported by their kindergarten teachers.
  
• Results
• By the end of first grade, at-risk students
  placed in first-grade classrooms offering strong
  emotional support had achievement scores and
  studentteacher relationships commensurate with
  their low-risk peers
• At-risk students placed in less supportive
  classrooms had lower achievement and more
  conflict with teachers.
• Implications
• These findings have implications for
  understanding the role that classroom experience
  may play in pathways to positive adaptation.

Hamre, B.K. Pianta, R.C. (2005) Can
instructional and emotional support in the
first-grade classroom make a difference for
children at risk of school failure? Child
Development, 76(5), 949-967.
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Projects using the CLASS

• Child Development and Early Education Studies
• Examine social and instructional
  interactions in classrooms as a part of basic
  research
• Early Learning Study
• National Center for Early Development and
  Learning Multi-state Pre-K and SWEEP Studies
• Preschool Curriculum Evaluation Research (a UVA
  site)
• Youth Wellness Project
• School-Based Intervention Studies
• Examine changes in classroom quality as
  the result of a variety of social and
  instructional interventions
• Children's School Success
• Cultivating Emotional Balance Project
• Evaluation of Responsive Classroom
• Head Start REDI Evaluation at Penn State's
  Prevention Research Center
• MyTeachingPartner
• New York City Study of Social and Literacy
  Development
• Promoting School Success in Children attending
  Pre-K Programs in Poor, Urban Schools
• Classroom Quality and Teacher Education Studies
• Help assess classroom quality at a large scale
  and to learn more about the effectiveness of
  teacher education programs.
• Ohio's Teacher Quality Partnership
• Teachers for a New Era (a UVA site)

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Head Start REDI Evaluation at Penn State's
Prevention Research Center

• Head Start REDI Randomized intervention and
  control group study that tests the value of a
  modified preschool curriculum designed to enhance
  children's school readiness.
• Program Will be implemented in 20 Head Start
  classrooms across central Pennsylvania, features
  several innovations including
• Scripted dialogic reading exercises to increase
  levels of conversation, vocabulary acquisition,
  and interest in books
• Phonemic awareness activities to promote
  knowledge of and facility with sounds and words
• Small-group lessons focused on helping children
  identify emotions, regulate behavior, solve
  problems with others, and form friendships and
  specific teaching strategies to create more
  positive learning climates and boost children's
  attachment to school.

Bierman Domitrovich Prevention Research
Center (Start Date 2003)
95
Select Peer-Reviewed Publications using the CLASS
(PreK-K)

• La Paro, K.M., Pianta, R.C., Stuhlman, M.
  (2004). Classroom Assessment Scoring System
  (CLASS) Findings from the pre-k year. Elementary
  School Journal, 104(5), 409-426.
• Pianta, R.C., Howes, C., Burchinal, M., Byrant,
  D., Clifford, R., Early, C., et al. (2005).
  Features of pre-kindegarten programs, classrooms,
  and teachers Do they predict observed classroom
  quality and child-teacher interactions? Applied
  Developmental Science, 9(3), 144-159.
• Hamre, B.K., Pianta, R.C., Downer, J.T.,
  Mashburn, A.D., (2006). Teachers' Perception of
  Conflict with Young Students Looking Beyond
  Problem Behaviors.
• Howes, C., Burchinal, M., Pianta, R., Bryant, D.,
  Early, D., Clifford, R., et al. (2005). Ready to
  learn? Children's pre-academic achievement in
  pre-kindegarten programs.
• Mashburn, A., Pianta, R., Hamre, B., Downer, J.,
  Barbarin, O., Bryant, D., Burchinal, M.,
  Clifford, R., Early, D., Howes, C.
• Pre-k Program Standards and Gains in Academic and
  Language Skills To BA or Not to BA May Not Be
  the Right Question.
• Rimm-Kaufman, S.E., Storm, M., Sawyer, B.,
  Pianta, R.C., LaParo, K. The Teacher Belief
  Q-Sort A Measure of Teachers' Priorities and
  Beliefs in Relation to Disciplinary Practices,
  Teaching Practices, and Beliefs about Children.
  
• Rimm-Kaufman, S.E., Chiu, Y.I. Promoting social
  and academic competence in the classroom The
  contribution of the Responsive Classroom Approach.

96
RECOMMENDATIONS

• Educational policy makers should capitalize on
  public support for young childrens school
  readiness.
• Broaden early elementary educational mandates for
  school readiness to include childrens emotional
  adjustment.
• Consistently assess young childrens emotional
  adjustment, using valid measures.
• Support young children with interventions that
  foster social and emotional development.

97
Conclusions

• It is critical to the future of our society that
  we identify the factors that assist children to
  become competent, caring adults and productive
  citizens.
• We all share a stake in the development of
  childrens emotional and social competence and in
  identifying the processes that facilitate or
  undermine it.
• The research supports the need for coordinated
  efforts that attend to the promotion of
  childrens positive academic and social-emotional
  development.

98
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99
Selected References

• Denham, S.A. (1998). Emotional Development in
  Young Children. New York The Guilford Press.
• Goleman, D. (1995). Emotional Intelligence. New
  York Bantam Books.
• Saarni, C. (1999). The Development of Emotional
  Competence. New York The Guilford Press.
• Yun Dai, D. Sternberg, R.J. (2004). Motivation,
  Emotion, and Cognition Integrative Perspectives
  on Intellectual Functioning and Development.
  London Lawrence Erlbaum Associates, Publishers.
• Zins, J.E., Weissberg, R.P., Wang, M.C.,
  Walberg, H.J. (2004). Building Academic Success
  on Social and Emotional Learning What does the
  Research Say? New York Teachers College Press.

100
A Few Useful Websites

• www.casel.org Centre for Academic and Social and
  Emotional Learning
• http//www.goodcharacter.com/ (some good teaching
  guides)
• http//www.esrnational.org/ Educators for Social
  Responsibility
• http//www.uic.edu/orgs/ame/ Association for
  Moral Education
• http//www.casel.org/PromotingAcademicAchievement.
  pdf (a paper linking social - emotional learning
  to achievement)
• http//www.whitehouse.gov/infocus/character/charac
  ter-community-conf.pdf(papers presented at a
  conference on character and community presented
  at the Whitehouse in June, 2002)
• http//www.prevention.psu.edu/ (prevention
  programs and research)
• http//www.colorado.edu/cspv/blueprints/Default.ht
  m (Model programs)
• http//tigger.uic.edu/lnucci/MoralEd/ (Resources
  and research in moral education)

101
Useful Websites (contd)

• Development Studies Center
• http//www.devstu.org/
• This center is dedicated to children's
  intellectual, ethical and social development.
  This site is a great resource for teachers. It
  outlines the centers school-based program as well
  as after school programs. Parents should check it
  out too. The center's website gives parents some
  direction in terms of their involvement in their
  children's development. It's a very comprehensive
  site.
• Studies in Moral Development and Education
• http//www.uicedu/Inucci/MoralEd/
• This provides a very in-depth look at moral
  development. There are links to the latest
  practices and activities in the area moral
  development. It highlights featured articles on
  issues of moral development and books of
  interest. You can also visit this site to see
  some of the classroom practices that are
  associated with moral development or join the
  mailing list. It's all here!
• Center for the Fourth and Fifth Rs Respect and
  Responsibility
• http//www.cortland.edu/www/c4n5rs/
• This center serves asa regional, state, and
  national resource in character education. A
  growing national movement, character education is
  essential to the task of building a moral society
  and developing schools which are civil and caring
  communities. THE CENTER disseminates articles on
  character education, sponsors an annual summer
  institute in character education, publishes a
  Fourth and Fifth Rs newsletter, and is building a
  network of "Fourth and Fifth Rs Schools"
  committed to teaching respect, responsibility and
  other core ethical virtues as the basis of good
  character.Character education holds that there
  are universally important ethical virtues such as
  respect, responsibility,trustworthiness,
  fairness, caring, courage, self-control, and
  diligence. Character means living by these core
  virtues -- understanding them, caring about them,
  and acting upon them.
• Lots and lots of links to related websites
• Roots of Empathy Primary Prevention Program
• http//www.rootsofempathy.org/
• This website provides detailed information about
  a classroom-based prevention program designed to
  foster empathy and prevent antisocial/aggressive
  in children in grades Kindergarten to grade 8.
• What is Roots of Empathy?
• It's a rich, vital, and highly rewarding
  classroom parenting Roots of Empathy that
  teaches human development and nurtures the growth
  of empathy. A baby and parent(s) visit a
  classroom once a month for a 10-month period. A
  Roots of Empathy instructor works with students
  before, during, and after each visit. Students'
  learn about parenting, about themselves, about
  how others feel, and teachers almost always learn
  something new about their students. All the
  learnings springboard from visits with the baby.
• The Search Institute
• http//www.search-institute.org/
• (From the description on the web)Search Institute
  is an independent, nonprofit, nonsectarian
  organization whose mission is to advance the
  well-being of adolescents and children by
  generating knowledge and promoting its
  application. Search Institute conducts research
  and evaluation, develops publications and
  practical tools, and provides training and
  technical assistance. The institute collaborates
  with others to promote long-term organizational,
  and cultural change that supports the healthy
  development of all children and adolescents.