The current study presents an exploratory model of comprehensive professional development that provides early childhood education and care teachers with opportunities to enhance their skills in social-emotional learning (SEL). Skills development strategies include a combination of workshops, observations of high-quality university laboratory preschool classrooms, consultation with master educators, on-site coaching, and communities of practice. The study found statistically significant improvements in content knowledge, knowledge of evidence-based strategies, and self-efficacy to implement new strategies in the classroom for participants of the Promoting Prosocial Behavior workshop. Teachers and administrators who participated in observations, coaching, and/or communities of practice reported value in each component of professional development. Results of this project suggest that a multipronged approach of supporting SEL in the classroom has a positive impact on teachers’ self-regulation and modeling skills.
Adams, Sue K.; MacLeod, Jessica; Kim, Hyunjin; Behm, Sarah; and Porto, Nilton
"The Role of Professional Development in Bridging High-Quality Social-Emotional Learning in Laboratory and Community Preschools,"
Perspectives on Early Childhood Psychology and Education: Vol. 6:
2, Article 3.
Available at: https://digitalcommons.pace.edu/perspectives/vol6/iss2/3