Date Approved
12-12-2024
Graduate Degree Type
Project
Degree Name
Education (Ed.S.)
Degree Program
College of Education
First Advisor
Sherie Klee
Academic Year
2024/2025
Abstract
Black students are overrepresented in discipline and behavior referrals in the early childhood setting. Given the increasing need for young black children to learn social emotional skills, how can teachers effectively support them with inadequate curriculum? There is significant research that shows the possible reasons why there is an over representation of black students being labeled as a behavior problem in early childhood educational settings. These reasons can create a negative cycle for black students causing much harm to their education and their views of school. Teachers can attempt to resolve this issue by implementing a culturally responsive Social-Emotional Learning (SEL) Curriculum that considers the students and families that they serve. The purpose of this project is to develop and implement a culturally responsive social emotional training for early childhood teachers to encourage them to adapt their social emotional curriculum to help students with their understanding of Social Emotional Skills. The appendix includes a sample of the suggested modifications to the curriculum, the PowerPoint used to train teachers, and a list of culturally responsive interventions that could be used to support students. This project will be able to address the poor social-emotional learning and curriculum inequities that the students in early childhood classroom are currently receiving.
ScholarWorks Citation
Johnson, Danielle, "Culturally responsive social-emotional training and supplemental resources for early childhood teachers" (2024). Culminating Experience Projects. 532.
https://scholarworks.gvsu.edu/gradprojects/532
