A Mixed Methods Study of the Relationship between Individualized Lesson Planning and Social-Emotional Outcomes in Young Children

Autor/inn/en	Haslip, Michael J.; Terry, Neisha
Titel	A Mixed Methods Study of the Relationship between Individualized Lesson Planning and Social-Emotional Outcomes in Young Children
Quelle	In: Early Childhood Education Journal, 51 (2023) 5, S.875-888 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Haslip, Michael J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-022-01347-w
Schlagwörter	Individualized Instruction; Lesson Plans; Social Emotional Learning; Outcomes of Education; Young Children; Early Childhood Teachers; Curriculum Development; Curriculum Implementation; Student Behavior + Suchen Sie Ihr Suchwort? Individualisierender Unterricht; Lesson planning; Unterrichtsplanung; Lernleistung; Schulerfolg; Frühe Kindheit; Early childhood; Early childhood education; Teacher; Teachers; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Student behaviour; Schülerverhalten
Abstract	This mixed methods study examines the relationship between different components and characteristics of individualized lesson plans and children's social-emotional outcomes to develop a profile of effective planning. Sixty-one individualized SEL lesson plans written and implemented by 20 experienced early childhood educators from a large city in the northeastern United States are examined to understand the types and difficulty level of behavioral challenges teachers addressed, the types and specificity of SEL skills taught and the specificity of teaching strategies implemented. By quantizing qualitative data through a process of descriptive, pattern and then magnitude coding, the study then uses correlational analyses to examine the relationship between successful child outcomes following instruction and the rated components of the lesson plans. Findings reveal that lesson plan alignment is most strongly related to successful social-emotional outcomes (rho coefficient 0.69), followed by teaching strategy specificity (rho 0.51). The difficulty level of the children's behavior being addressed by the lesson plans and the teachers' ability to list SEL skills with specificity as learning objectives were not significantly related to later student success. Assigning individualized SEL lesson planning to in-service teachers resulted in at least partially successful child outcomes 59% of the time, showcasing how teachers need more systematic practice and training to refine this important skill. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01