Date of Award
9-16-2025
Document Type
Open Access Dissertation
Department
Educational Studies
First Advisor
Rhonda Jeffries
Abstract
This mixed-methods study examined how the integration of Conscious Discipline and SEL-focused children’s literature can support the development of social-emotional competency in prekindergarten students. The problem of practice is that some children enter school without the foundational social-emotional skills necessary for successful learning and positive peer interactions. The purpose of this study is to identify strategies that support social-emotional growth and create an environment that aids STEP students in transitioning to a traditional prekindergarten classroom. Data was collected using parent questionnaires, student assessments, classroom observations, student interviews, and student drawings. The findings revealed that children’s literature provided accessible and meaningful ways to introduce SEL concepts. The results further suggest that embedding SEL intentionally into daily classroom practices can strengthen children’s social-emotional development. In addition, SEL practices can foster an inclusive classroom that reduces reliance on punitive approaches. Implications for early childhood educators and directions for future research are presented.
Rights
© 2025, Ayeshah N. Major
Recommended Citation
Major, A. N.(2025). Creating a Classroom Environment for Prekindergarten Students to Develop Social-Emotional Competencies and Transition Out of the Step Program.. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/8634