Article #1

Bib. Information Ashdown, D. M., & Bernard, M. E. (2011). Can explicit instruction in
(APA Formatting): social and emotional learning skills benefit the social-emotional
development, well-being, and academic achievement of young children?
Early Childhood Education Journal, (39)6, 397-405. doi:
10.1007/s10643-011-0481-x
Author(s) Daniela Maree Ashdown & Michael E. Bernard
Affiliation: -Melbourne Graduate School of Education

Type of Resource: Scholary

(Scholarly
/Trade/Other)

Summary of This study analyzed the effect of a social and emotional learning skills
essential curriculum called the You Can Do It! Early Childhood Education Program
information: on 99 kindergarten and first grade students social-emotional
development, well-being, and academic achievement. The lessons were
taught by the classroom teacher three times a weeks for a 10-week
period. The lessons were designed to teach confidence, persistence,
organization, and emotional resilience. The results of the study indicated
that the social and emotional learning skills curriculum produced positive
effects on levels of social- emotional competence, a decrease in problem
behaviors and an increase in reading levels. This article is intended for
researchers, professors, and educators.
Potential -Using a social and emotional learning skills curriculum.
relevance to your -Could PLE invest in a social and emotional learning skills curriculum?
research topic
and study:
 Article #2

Bib. Information Darling-Kuria, N., & Bohlander, A. H. (2014). Promoting social- emotional
(APA Formatting): development: help infants learn about feelings. Young Children, 69(3),
94-96.
Author(s) Nikki Darling-Kuria & Aidan H. Bohlander
Affiliation:
-NAEYC

-Zero to Three

Type of Resource: Trade

(Scholarly
/Trade/Other)

Summary of This article highlights the role adults play in scaffolding children's self-
essential regulation ability. Self-regulating includes self-soothing, self-control,
information: emotional awareness, and empathy. When adults reflect and validate
children's feelings and behaviors it helps young children make sense of
their world. The author gives strategies and a list of books to help teach
children about feelings. This article is intended for educators and
childcare providers.
Potential -How can teachers and parents influence and support positive social and
relevance to your
emotional development?
research topic
and study:
 Article #3

Bib. Information Graves, S. L., & Howes, C. (2011). Ethnic differences in social-emotional
(APA Formatting): development in preschool: The impact of teacher child relationships and
classroom quality. Psychology Quarterly, 26(3), 202-214. doi:
10.1037/a0024117
Author(s) Scott L. Graves Jr. & Carollee Howes
Affiliation:
-University of Duquesne

-Center for Improving Child Care Quality

Type of Resource: Scholarly

(Scholarly
/Trade/Other)

Summary of This study looks at the effect of classroom and teacher variables on
essential social and emotional development in preschoolers. 2,898 children with
information: varying racial/ethnic backgrounds participated in the study; 48% male,
52% female. Teachers assessed children in the social-emotional and
academic domains using the Teacher-Child Rating Scale. The results
showed that teachers ranked males significantly higher in behavioral
problems and lower in social competence than females. However, there
was no correlation between race/ethnicity and social competence or
behavior problems. This article is intended for researchers, professors,
and educators.
Potential -Tells teachers not to have assumptions about what students with
relevance to your
social or emotional issues will look like.
research topic
and study:

Article #4

Bib. Information Is your preschooler on track? (2015). Chester County Intermediate Unit:
(APA Formatting): Latest News and Announcements. Retrieved from http://www.cciu.org

Author(s) ?
Affiliation:

Type of Resource: Newspaper

(Scholarly
/Trade/Other)

Summary of This online article is about the Preschool Special Education offered
essential through the Chester County Intermediate Unit. The article focused
information: primarily on social skills classes that are available for qualifying students.
In these social skills classes students learn to control impulses, share
and play appropriately with peers, use words to express themselves, and
how to start and complete a task. Preschool Special Education develops
a specific plan to help each child make meaningful progress. This article
is intended for the general population and parents.
Potential -A look at services in our area that can support families who have
relevance to your
children with social and emotional needs.
research topic
and study:

Article #5

Bib. Information Nutt, A. E. (2015, January 7). Music lessons spur emotional and
(APA Formatting): behavioral growth in children, new study says. The Washington Post.
Retrieved from http://www.washingtonpost.com
Author(s) Amy Ellis Nutt
Affiliation:
Science writer at The Washington Post

Type of Resource: Newspaper

(Scholarly
/Trade/Other)
Summary of This newspaper article reveals a recent link between music training and
essential emotional/ behavioral maturation. A study from the University of Vermont
information: College of Medicine analyzed brain scans of 232 healthy children,
specifically focusing on the brain development of the children who played
an instrument. The results concluded that the more a child trained on an
instrument, the faster attention skill, anxiety management, and emotional
control developed. This article is intended for the general population.
Potential -Something that teachers and parents can consider to help promote
relevance to your
positive social and emotional development in children.
research topic
and study:

Article #6

Bib. Information Ostrosky, M. M., & Meadan, H. (2010). Helping children play and learn
(APA Formatting): together. Young Children, 65(1), 104-110.

Author(s) Michaelene M. Ostrosky & Hedda Meadan

Affiliation: -NAEYC
-University of Illinois
Type of Resource: Trade
(Scholarly
/Trade/Other)

Summary of This trade article introduces the pyramid framework for supporting social
essential competence and preventing young childrens challenging behaviors. It
information: focuses on strategies that help create supportive environments and
foster positive social interactions. The article also discusses the
significant role social and emotional development has in school
readiness. Confidence, problem solving, and listening skills are all
components of school readiness. This article is intended for teachers
and childcare providers.
Potential -Provides strategies for parents and teachers to use to create
relevance to your
environments that promote positive social and emotional development.
research topic
and study:

Article #7
Bib. Information Stein, A., Malmberg, L. E., Leach, P., Barnes, J., Sylva, K. (2012). The
(APA Formatting): influence of different forms of early childcare on childrens emotional and
behavioral development at school entry. Child: Care, Health, and
Development, 39(5), 676-687. doi: 10.1111/j.1365-2214.2012.01421.x

Author(s) A. Stein, L.E. Malmberg, P. Leach, J. Barnes, K. Sylva

Affiliation:
-Department of Child & Adolescent Psychiatry, University of Oxford

-Department of Education, University of Oxford

-Institute for the Study of Children, Families & Social Issues,

University of London

Type of Resource: Scholarly

(Scholarly
/Trade/Other)

Summary of This study investigated the influence of different types of childcare on

essential children's behavioral and emotional development at the start of entering
information: school. Data were collected through questionnaires and repeated
assessments, including direct observations of mothers and non-paternal
caregivers. The study concluded that the strongest and most consistent
influences on behavior and emotional problems came from the home.
Factors such as low socio-demographics, poor maternal caregiving,
parental stress, and child gender lead to behavior and emotional
problems. Non-parental childcare had little effect on child outcome,
besides hyperactivity. This article is intended for researchers, professors,
and educators.
Potential -Gives information on factors that can influence social and emotional
relevance to your
development in children.
research topic
and study:
 Article #8

Bib. Information Whitted, K. (2011). Understanding how social and emotional skill deficits
(APA Formatting): contribute to school failure. Preventing School Failure, 55(1), 10-16.

Author(s) Kathryn S. Whitted

Affiliation:
-University of Memphis

Type of Resource: Trade

(Scholarly
/Trade/Other)

Summary of This trade article focuses on how a lack of social and emotional skills
essential can set students up for school failure starting at a young age. The author
information: discuses how family and community risk factors can inhibit social and
emotional development in young children, how relationships provide the
foundation for social-emotional skill development, and highlights a
number of strategies and programs which promote social and emotional
skill development. This article is intended for educators and childcare
providers.
Potential -Gives background information on factors that can impact social and
relevance to your
emotional development in children.
research topic
and study:
 Article #9

Bib. Information Norris, J. (2003). Looking at classroom management through a

(APA Formatting): social and emotional learning lense. Theory In Practice, 42(4),
313-318.
Author(s) Jacqueline A. Norris
Affiliation:

Type of Resource: Trade

(Scholarly
/Trade/Other)

Summary of This article was about a school where social and emotional
essential learning (SEL) was integrated throughout every aspect of the
information: school day. Students were greeted each day by their teacher,
there was a corner of the room where students could go to calm
down before they did something that would get them in trouble
and there was even a problem solving diary where students
could write down their emotions and thoughts before meeting
with the principal. The school believed that social and
emotional skills could be taught through SEL programs but
rather should permeate through every aspect of the school day-
curriculum, instruction, policy and all who work there. It also
disused the benefits of a classroom supportive of social and
emotional learning and how students thrive and take risks.
Potential -Supports my desire to have a classroom environment that is welcoming,
relevance to your
warm, and safe. As we move to full day kindergarten I hope to integrate
research topic
social and emotional learning into all aspects of the day. Not just a few
and study:
lessons as needed.
 Article #10

Bib. Information Slova k, P. and Fitzpatrick, G., (2015). Teaching and developing social
(APA Formatting): and emotional skills with technology. ACM Trans. Comput.-Hum. Interact.
22, 4, Article 19 (June 2015), 34 pages. DOI:
http://dx.doi.org/10.1145/2744195

Author(s) Petr Slovak and Geraldine Fitzpatrick,

Affiliation: -Vienna University of Technology

Type of Resource: Trade

(Scholarly
/Trade/Other)

Summary of This article discussed the promising yet un-researched topic of

essential using technology to teach and develop social and emotional
information: skills. The article started by explaining the components of social
and emotional learning. It explained how many schools use
research based SEL programs and how these programs cold be
enhanced with technology. The article suggested two primary
ways to use technology to support social and emotional
development. First was by extending the learning and
scaffolding for learners beyond the SEL lessons. Second was
using technology to extend the community of SEL support
beyond the classroom.
Potential -A strategy to consider in my classroom to develop and support social
relevance to your
and emotional learning. Love the idea of using technology to bring more
research topic
people into be apart of my students SEL growth.
and study:

Article #11

Bib. Information Cheney, G., Schlosser, A., Nash, P., & Glover,L. (2014). Targeted
(APA Formatting): group-based interventions in schools to promote emotional
well-being: A systematic review. Clinical Child Psychology and
Psychiatry. Vol. 19(3) 412438

Author(s) Gemma Cheney, Annette Schlsser, Lesley Glover

Affiliation:
-Department of Clinical Psychology and Psychological Therapies

Poppy Nash

-University of Hull, UK

-
University of York, UK

Type of Resource: Scholarly

(Scholarly
/Trade/Other)
Summary of This study was based around the idea of nurture groups and
essential their impact on students social and emotional well being. Eight
information: interventions were completed in school settings using small,
targeted groups to focus on social and emotional skills. All
found an immediate positive impact on student social and
emotional well being, improved beavers, and social functioning.

Potential -Supports the idea that I could teach a whole group lesson around a
relevance to your
social or emotional skill but then pull small groups of students who need
research topic
more, intense instruction and practice.
and study:

Article #12

Bib. Information Barnes, T, Chalfant, P.,Corbett, N., Daunic, Ann., Gleaton, J, Santiago-
(APA Formatting): Poventud, L., & Pitts, D. (2013). Integrating Social-Emotional Learning
with Literacy Instruction: An Intervention for Children at Risk for
Emotional and Behavioral Disorders. Council for Exceptional Children,
Behavioral Disorders, Vol. 39, No. 1 (November 2013), pp. 43-51

Author(s) Ann Daunic, Nancy Corbett, Stephen Smith, Tia Barnes, Lourdes
Affiliation: Santiago- Poventud, Pam Chalfant, Donna Pitts and Jeisha Gleaton

Type of Resource: Scholarly

(Scholarly
/Trade/Other)
Summary of This study discusses a curriculum called Social-Emotional
essential Learning Foundations that is for students at risk for emotional
information: or behavioral problems. The curriculum integrates social and
emotional learning with literacy skills. The program is designed
for small group instructions where teachers can extend
language and promote emotional and behavioral self-regulation
while teaching early literacy skills like vocabulary and
comprehension development.
Potential -Supports my ideas that literacy can be used to teach social and
relevance to your
emotional skills.
research topic
and study:

Article #13

Bib. Information Katherine M. Zinsser, Susanne A. Denham, Timothy W. Curby &

(APA Formatting): Elizabeth A. Shewark (2015) Practice What You Preach: Teachers
Perceptions of Emotional Competence and Emotionally Supportive
Classroom Practices, Early Education and Development, 26:7, 899-919,
DOI: 10.1080/10409289.2015.1009320

Author(s) Katherine M. Zinsser, Susanne A. Denham, Timothy W. Curby &

Affiliation: Elizabeth A. Shewark
Type of Resource: Scholarly
(Scholarly
/Trade/Other)

Summary of This study focus on teachers emotional competence (emotion

essential expression, regulation, and knowledge) and their students social and
information: emotional learning. Teachers were observed using the Classroom
Assessment Scoring System and then were dived into groups based on
their emotional support quality. These groups met to discuss emotional
competence in the classroom.

Potential -Supports the the idea that adults/teachers can model and support
relevance to your
student social and emotional growth. A great idea to think about as we
research topic
move to full day k since we will have more time to devote to social and
and study:
emotional skills.

Article #14

Bib. Information Dishon, T. & Tipsord, J. (2010). Peer Contagion in Child and Adolescent
(APA Formatting): Social and Emotional Development. Annual Review of Psychology.
10.1146/annurev.psych.093008.100412
Author(s) Thomas J. Dishon and Jessica M. Tipsord
Affiliation: Child and Family Center, University of Oregon

Type of Resource: Scholarly

(Scholarly
/Trade/Other)

Summary of This article discuss the influence of peer contagion on social and
essential emotional development. Peer contagion is defined as a mutual influence
information: process that occurs between an individual and a peer and includes
behaviors and emotions that potentially undermine ones own
development or causes harm to others.

Potential -Yet another factor that can influence social and emotional development
relevance to your
inside and outside of school. Something for teachers to keep an eye on.
research topic
and study: