Examining state social emotional standards and professional development related to those standards

Abstract

Embedding social emotional standards into professional development can enhance teachers’ ability to address the social emotional needs of young children. However, research on early childhood standards has mainly focused on the development of specific content areas (e.g., mathematics, science, social studies, literacy) within these stadnards while professional development studies have focused mainly on inclusion, evidence-based practices, and social skills interventions. There is little research on professional development that focuses on state social emotional standards. The purpose of this mixed method study was to gain insights into professional development related to early learning standards for early childhood practitioners who work with preschool-age children (3 to 5 years old). Using mixed methods, the social emotional content within state early childhood learning standards was examined for similiarities and differences across states. Futhermore, the resources that six states utilized to support the professional development that teachers received in addressing the social emotional needs of children with and without disabilities was investigated. Results indicate variations in state social emotional standards, approaches to professional development in relation to state social emotional standards, and the resources and supports available by states providing social emotional professional development.