Date of Award
9-11-2024
Document Type
Dissertation
Degree Name
Educational Leadership, Ed.D.
First Advisor
Mahauganee Bonds
Committee Members
Dana Brown, Donna Madison-Bell
Call Number
LD 251 .A566d 2024 G74
Abstract
The purpose of this qualitative, phenomenological study was to explore the impact of family education in social-emotional learning on early childhood. The problem determined how family education on social-emotional learning impacted early childhood as perceived by teachers and families, how families and teachers described their perceptions of social-emotional learning, and how family education affected academic and social relationships in early childhood. Examining the participants’ data, viewed through the conceptual frameworks lenses of The Humanist Theory and the Collaborative for Academics, Social, and Emotional Learning, offered insight into the teacher and family perspectives on the school-family partnerships and implementation of social-emotional learning at the preschool-age level. Five one-hour family education classes were offered, and families were supported through discussions on social-emotional competencies. Data was obtained from families and teachers of preschool-aged children from five public preschools in the same rural community. Multiple data sources were collected to gain the teacher and family perspectives, which included semi-structured interviews through the Zoom platform and open-ended questionnaires through the Qualtrics software program. The findings suggest that building Relationships by engaging teachers and families in school-to-home partnerships is crucial for successfully implementing social-emotional learning at home. It is recommended that teachers communicate the meaning and strategies of social-emotional learning to families to help them understand the importance. The study identified Individualization and Lack of Time as significant barriers to engagement, which highlights the need for personalized and targeted engagement experiences tailored to the needs of each family. The findings on Individualization were consistent with the research that families differ in the quality and quantity of their interactions with their children and in providing learning experiences, and teacher-parent relationships are associated with teachers’ well-being. The findings on Lack of Time were revealed as a barrier to engagement, as there are other demands on the home, family, and jobs. Therefore, the recommendation for future practice would be that instead of focusing on engaging 100 percent of families through one initiative, it is essential to offer individualized, targeted engagement experiences in various ways. Teachers and families may be more likely to participate if they find it meaningful.
Rights Management
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Green, Amanda Leann, "The Impact of Family Education on Social-Emotional Learning in Early Childhood" (2024). Student Theses and Dissertations. 43.
https://arch.astate.edu/all-etd/43
