Training Teens to Support Early Social Emotional Learning and Language
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| Název: | Training Teens to Support Early Social Emotional Learning and Language |
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| Jazyk: | English |
| Autoři: | Beth M. Phillips (ORCID |
| Zdroj: | Online Submission. 2025. |
| Peer Reviewed: | N |
| Page Count: | 8 |
| Datum vydání: | 2025 |
| Druh dokumentu: | Reports - Research |
| Education Level: | High Schools Secondary Education Early Childhood Education Adult Education |
| Descriptors: | High School Students, Early Childhood Education, Parenthood Education, Oral Language, Language Acquisition, Social Emotional Learning, Partnerships in Education, Curriculum Development, Course Content, Student Attitudes, Teacher Attitudes |
| Abstrakt: | The purpose of this study was to support social and emotional learning and oral language development in early childhood through the adaptation of a novel, early childhood curriculum for high school students. As future parents, high school students will ultimately play a crucial role in their child's development; however, limited content is available for this population before they become parents in the future. In this study, we partnered with two secondary education sites to provide forty-three high school students with a brief but intensive set of capacity-building, engaging, and memorable lessons to teach age-appropriate oral language (dialogic reading, multiturn conversations) and social emotional learning (warmth, routines, sharing, turn-taking, labeling emotions) strategies to use with children in infancy through age five. We examined the feasibility, social validity, and initial promise of the course modules we developed using a mixed methods study. We included observations of partner-led lessons, assessment of knowledge related to course learning objectives, surveys of participant background and overall perspectives, and focus groups to understand participant experiences. Overall, instructors were easily able to implement the course lessons, students demonstrated understanding of key course content, and valuable feedback was provided across stakeholder groups to boost student engagement and assist with implementation. Results from this study will be used to guide future course revisions. [Funding provided by Strengthening Future Families.] |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Přístupové číslo: | ED675791 |
| Databáze: | ERIC |
| Abstrakt: | The purpose of this study was to support social and emotional learning and oral language development in early childhood through the adaptation of a novel, early childhood curriculum for high school students. As future parents, high school students will ultimately play a crucial role in their child's development; however, limited content is available for this population before they become parents in the future. In this study, we partnered with two secondary education sites to provide forty-three high school students with a brief but intensive set of capacity-building, engaging, and memorable lessons to teach age-appropriate oral language (dialogic reading, multiturn conversations) and social emotional learning (warmth, routines, sharing, turn-taking, labeling emotions) strategies to use with children in infancy through age five. We examined the feasibility, social validity, and initial promise of the course modules we developed using a mixed methods study. We included observations of partner-led lessons, assessment of knowledge related to course learning objectives, surveys of participant background and overall perspectives, and focus groups to understand participant experiences. Overall, instructors were easily able to implement the course lessons, students demonstrated understanding of key course content, and valuable feedback was provided across stakeholder groups to boost student engagement and assist with implementation. Results from this study will be used to guide future course revisions. [Funding provided by Strengthening Future Families.] |
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