International Association of Educators   |  ISSN: 2834-7919   |  e-ISSN: 1554-5210
International Journal of Progressive Education
International Association of Educators

Original article | International Journal of Progressive Education 2022, Vol. 18(5) 100-116

Preschool Teachers' Opinions About Second Step Early Learning Curriculum

Zeynep Topcu Bilir, Ayli̇n Sop, Zeynep Seda Çavuş & Yağmur Başaran

pp. 100 - 116   |  DOI: https://doi.org/10.29329/ijpe.2022.467.6   |  Manu. Number: MANU-2204-11-0005.R2

Published online: October 01, 2022  |   Number of Views: 427  |  Number of Download: 533

Save PDF

Abstract

Children's problem behaviour in the preschool period is a severe obstacle to social-emotional development and a precondition for maladjustment in social relationships during school life. Professionals in the field have been improving existing practices to prevent and intervene in young children's challenging behaviour. To this end, many social-emotional learning curriculums are developed and put into practice. One curriculum that supports children's social-emotional learning during the preschool period is the Second Step Early Learning. The present study looked into the practical experiences of preschool teachers implementing the second step social-emotional learning curriculum. The study group consists of 13 preschool teachers who have received educator training in this learning curriculum and implemented it at schools. The teachers were asked questions about the curriculum's general qualities, its effects on the children's development levels, and their professional development. According to the study results, all teachers stated that the second step curriculum positively contributed to children's emotional and behavioural reactions. It helped them in class management and implementation, such behaviour as having confidence, asking for help, taking responsibility, and taking responsibility-sharing improved. In addition, expressing that they observed differences in hindering anger and in-class problem-solving processes, teachers emphasised that the children were more understanding and polite to each other, especially in free-time activities. Their interaction was healthier than before, and their listening and attention spans increased. Overall, the findings show preschool teachers' experience in implementation. They recommended the curriculum to their colleagues, claiming that it contributed to their professional development.

Keywords: Social-Emotional Learning, Second Step Early Learning Curriculum, Preschool Teacher

How to Cite this Article?

APA 6th edition
Bilir, Z.T., Sop, A., Cavus, Z.S. & Basaran, Y. (2022). Preschool Teachers' Opinions About Second Step Early Learning Curriculum . International Journal of Progressive Education, 18(5), 100-116. doi: 10.29329/ijpe.2022.467.6

Harvard
Bilir, Z., Sop, A., Cavus, Z. and Basaran, Y. (2022). Preschool Teachers' Opinions About Second Step Early Learning Curriculum . International Journal of Progressive Education, 18(5), pp. 100-116.

Chicago 16th edition
Bilir, Zeynep Topcu, Ayli̇n Sop, Zeynep Seda Cavus and Yagmur Basaran (2022). "Preschool Teachers' Opinions About Second Step Early Learning Curriculum ". International Journal of Progressive Education 18 (5):100-116. doi:10.29329/ijpe.2022.467.6.
References
  1. Ableser, J. (2003). Elementary teachers' attitudes, perceptions and practices towards the implementation of a violence-prevention curriculum: Second Step. Journal of School Violence, 2(4), 81-100. https://doi.org/10.1300/J202v02n04_05 [Google Scholar] [Crossref] 
  2. Agnafors, S., Barmark, M., & Sydsjö, G. (2021). Mental health and academic performance: A study on selection and causation effects from childhood to early adulthood. Social Psychiatry and Psychiatric Epidemiology, 56(5), 857-866. https://doi.org/10.1007/s00127-020-01934-5 [Google Scholar] [Crossref] 
  3. Alink, L. R., & Egeland, B. (2013). The roles of antisocial history and emerging adulthood developmental adaptation in predicting adult antisocial behavior. Aggressive Behavior, 39(2), 131-140.  https://doi.org/10.1002/ab.21464 [Google Scholar] [Crossref] 
  4. Allen, K. P., Livingston, J. A., & Nickerson, A. B. (2020). Child sexual abuse prevention education: A qualitative study of teachers’ experiences implementing the Second Step Child Protection Unit. American Journal of Sexuality Education, 15(2), 218-245. https://doi.org/10.1007/s11121-020-01146-y [Google Scholar] [Crossref] 
  5. Ashdown, D. M., & Bernard, M. E. (2012). Can explicit instruction in social and emotional learning skills benefit the social-emotional development, well-being, and academic achievement of young children? Early Childhood Education Journal, 39, 397–405. https://doi.org/10.1007/s10643-011-0481-x [Google Scholar] [Crossref] 
  6. Assessment Work Group. (2019). Student social and emotional competence assessment: The current state of the field and a vision for its future. Chicago, IL: Collaborative for Academic, Social, and Emotional Learning [Google Scholar]
  7. Atwell, M., & Bridgeland, J. (2019). Ready to lead: A 2019 update of principals’ perspectives on how social and emotional learning can prepare children and transform schools. Civic Enterprises [Google Scholar]
  8. Blair, C., & Diamond, A. (2008). Biological processes in prevention and intervention: The promotion of self-regulation as a means of preventing school failure. Development and Psychopathology, 20 (3), 899–911. http://dx.doi.org/10.1017/ S0954579408000436. [Google Scholar]
  9. Blair, K.-S. C., Umbreit, J., & Eck, S. (2000). Analysis of multiple variables related to a young child’s aggressive behavior. Journal of Positive Behavior Interventions, 2(1), 33–39. https://doi.org/10.1177/109830070000200105 [Google Scholar] [Crossref] 
  10. Bole, J. M. (2019). Evaluation of the second step program in an urban elementary school. (Unpublished doctoral dissertation). University of Dayton.  [Google Scholar]
  11. Bowi, U., Ott, G., & Tress, W. (2008). Faustlos-Gewaltprävention in der Grundschule. Praxis der Kinderpsychologie und Kinderpsychiatrie, 57(7), 509-520. https://doi.org/10.13109/prkk.2008.57.7.509 [Google Scholar] [Crossref] 
  12. Brandenburg, V. (2018). The effects of second step in a prekindergarten classroom. (Unpublished master’s thesis). Northwestern College. [Google Scholar]
  13. Cabrera, F. J., Herrera, A. D. R. C., Rubalcava, S. J., & Martínez, K. I. (2017). Behavior patterns of antisocial teenagers interacting with parents and peers: a longitudinal study. Frontiers in Psychology, 8, 757. https://doi.org/10.3389/fpsyg.2017.00757. [Google Scholar] [Crossref] 
  14. Collaborative for Academic, Social, and Emotional Learning (2005). Safe and sound: An educational leader’s guide to evidence-based social and emotional learning (SEL) programs. Chicago: Author. [Google Scholar]
  15. Committee for Children (2011). Second Step Early Learning. Seattle, WA: Committee for Children [Google Scholar]
  16. Creswell, J. W. (2007). Qualitative inquiry & research design: Choosing among five approaches. SAGE. [Google Scholar]
  17. Creswell, J. W. (2015). A concise introduction to mixed methods research. SAGE. [Google Scholar]
  18. Denham, S. A., & Burton, R. (2003). Social and emotional prevention and ıntervention programming for preschoolers. Kluwer Academic/Plenum Publishers. http://dx.doi.org/10.1007/978-1-4615-0055-1. [Google Scholar]
  19. Denham, S.A., Basset, H.H., Sirotkin, Y.S., & Zinsser, K., (2013). Head Start preschoolers’ emotional positivity and emotion regulation predict their social emotion behavior, classroom adjustment, and early school success. Dialog, 16(2), 18-33. https://journals.charlotte.edu/dialog/article/view/92 [Google Scholar]
  20. Doi, S., Fujiwara, T., Ochi, M., Isumi, A., & Kato, T. (2018). Association of sleep habits with behavior problems and resilience of 6- to 7-year-old children: results from the a-child study. Sleep Medicine, 45, 62–68. https://doi.org/10.1016/j.sleep.2017.12.015. [Google Scholar] [Crossref] 
  21. Domitrovich, C. E., & Greenberg, M. T. (2000). The study of implementation: Current findings from effective programs that prevent mental disorders in school-aged children. Journal of Educational & Psychological Consultation, 11(2), 193–221. https://doi.org/10.1207/S1532768XJEPC1102_04 [Google Scholar] [Crossref] 
  22. Domitrovich, C. E., Cortes, R. C., & Greenberg, M. T. (2007). Improving young children's social and emotional competence: A randomized trial of the preschool “PATHS” curriculum. The Journal of Primary Prevention, 28(2), 67–91. http://dx.doi.org/10.1007/ s10935-007-0081-0 [Google Scholar]
  23. Dunlap, G., Strain, P. S., Fox, L., Carta, J. J., Conroy, M., Smith, B. J., Kern, L., Hemmeter, M. L., Timm, M. A., Mccart, A., Sailor, W., Markey, U., Markey, D. J., Lardieri, S., & Sowell, C. (2006). Prevention and Intervention with Young Children’s Challenging Behavior: Perspectives regarding Current Knowledge. Behavioral Disorders, 32 (1), 29–45. https://doi.org/10.1177/019874290603200103 [Google Scholar] [Crossref] 
  24. Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students' social and emotional learning: a meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432. https://doi.org/10.1111/j.1467-8624.2010.01564.x [Google Scholar] [Crossref] 
  25. Forness, S. R., Serna, L. A., Nielsen, E., Lambros, K., Hale, M. J., & Kavale, K. A. (2000). A model for early detection and primary prevention of emotional or behavioral disorders. Education and Treatment of Children, 23(3), 325–345. https://psycnet.apa.org/record/2000-16730-009 [Google Scholar]
  26. Fraser, M. W. (1996). Aggressive behavior in childhood and early adolescence: An ecological-developmental perspective on youth violence. Social Work, 41 (4), 347-361. https://www.jstor.org/stable/23718308 [Google Scholar]
  27. Frey, K. S., Hirschstein, M. K., & Guzzo, B. A. (2000). Second Step: Preventing aggression by promoting social competence. Journal of Emotional and Behavioral Disorders, 8(2), 102–112. https://doi.org/10.1177/106342660000800206 [Google Scholar] [Crossref] 
  28. Frey, K. S., Nolen, S. B., Edstrom, L. V. S., & Hirschstein, M. K. (2005). Effects of a school-based social–emotional competence program: Linking children's goals, attributions, and behavior. Journal of Applied Developmental Psychology, 26(2), 171-200. http://dx.doi.org/10.1016/j.appdev.2004.12.002 [Google Scholar]
  29. Greenberg, M. T., & Kusché, C. A. (2006). Building social and emotional competence: The PATHS curriculum. In S. R. Jimerson & M. Furlong (Eds.), Handbook of school violence and school safety: From research to practice (pp. 395–412). Lawrence Erlbaum Associates Publishers. [Google Scholar]
  30. Gülay, H., Akman, B., & Kargı, E. (2011). Social Skills of First Grade Primary School Students and Preschool Education. Education, 131, 3, 663-679. http://i-rep.emu.edu.tr:8080/jspui/handle/11129/2766 [Google Scholar]
  31. Hemmeter, M. L., Fox, L., Jack, S., & Broyles, L. (2007). A program-wide model of positive behavior support in early childhood settings. Journal of Early Intervention, 29(4), 337-355. https://doi.org/10.1177/105381510702900405 [Google Scholar] [Crossref] 
  32. Holsen, I., Smith, B. H., & Frey, K. S. (2008). Outcomes of the social competence program Second Step in Norwegian elementary schools. School Psychology International, 29(1), 71–88. https://doi.org/10.1177/0143034307088504 [Google Scholar] [Crossref] 
  33. Huesmann, L. R., Dubow, E. F., & Boxer, P. (2009). Continuity of aggression from childhood to early adulthood as a predictor of life outcomes: implications for the adolescent-limited and life-course-persistent models. Aggressive Behavior, 35(2), 136–149. https://doi.org/10.1002/ab.20300 [Google Scholar] [Crossref] 
  34. Jakob, J. R. (2005). An evaluation of Second Step: A Violence prevention curriculum with kindergarten students. (Unpublished doctoral dissertation). Hofstra University.  [Google Scholar]
  35. Jalongo, M. R. (2006). Professional development: social skills and young children. Early Childhood Today (1), 20(7), 8-9. https://files.eric.ed.gov/fulltext/EJ738515.pdf [Google Scholar]
  36. Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491–525. https://doi.org/10.3102/0034654308325693 [Google Scholar] [Crossref] 
  37. Jones, S. M., & Doolittle, E. J. (2017). Social and emotional learning: introducing the issue. The Future of Children, 27(1), 3–11. http://www.jstor.org/stable/44219018 [Google Scholar]
  38. Justicia-Arráez, A., Pichardo, M. C., Romero-López, M., & Alba, G. (2021). Can we manage behavioral problems through the development of children's social-emotional regulated behavior? Longitudinal study of a preschool program. International Journal of Environmental Research and Public Health, 18(16), 8447. https://doi.org/10.3390/ijerph18168447 [Google Scholar] [Crossref] 
  39. Larsen, T., & Samdal, O. (2012). The importance of teachers’ feelings of self-efficacy in developing their pupils’ social and emotional learning: A Norwegian study of teachers’ reactions to the Second Step program. School Psychology International, 33(6), 631-645. https://doi.org/10.1177/0143034311412848 [Google Scholar] [Crossref] 
  40. Low, S., Cook, C. R., Smolkowski, K., & Buntain-Ricklefs, J. (2015). Promoting social-emotional competence: An evaluation of the elementary version of Second Step, Journal of School Psychology, 53(6), 463–477. https://doi.org/10.1016/j.jsp.2015.09.002 [Google Scholar] [Crossref] 
  41. Matthews, T., Danese, A., Wertz, J., Ambler, A., Kelly, M., Diver, A., Caspi, A., Moffitt, T. E., & Arseneault, L. (2015). Social isolation and mental health at primary and secondary school entry: a longitudinal cohort study. Journal of the American Academy of Child and Adolescent Psychiatry, 54(3), 225–232. https://doi.org/10.1016/j.jaac.2014.12.008 [Google Scholar] [Crossref] 
  42. McClelland, M. M., Acock, A. C., Piccinin, A., Rhea, S. A., & Stallings, M. C. (2013). Relations between preschool attention span-persistence and age 25 educational outcomes. Early Child Research Quarterly, 28(2), 314–324. http://dx.doi.org/10.1016/j.ecresq. 2012.07.008 [Google Scholar]
  43. McGoey, K. E., DuPaul, G. J., Eckert, T. L., Volpe, R. J., & Van Brakle, J. (2005). Outcomes of a multi-component intervention for preschool children at-risk for attention-deficit/hyperactivity disorder. Child & Family Behavior Therapy, 27(1), 33–56. https://doi.org/10.1300/J019v27n01_03 [Google Scholar] [Crossref] 
  44. McMahon, S. D., Washburn, J., Felix, E. D., Yakin, J., & Childrey, G. (2000). Violence prevention: Program effects on urban preschool and kindergarten children. Applied & Preventive Psychology, 9(4), 271–281. https://doi.org/10.1016/S0962-1849(00)80004-9 [Google Scholar] [Crossref] 
  45. Merrell, K. W., & Walker, H. M. (2004). Deconstructing a definition: Social maladjustment versus emotional disturbance and moving the EBD field forward. Psychology in the Schools, 41(8), 899–910. https://doi.org/10.1002/pits.20046 [Google Scholar] [Crossref] 
  46. Merriam, S.B. & Tisdell, E. J.  (2016). Qualitative research: A guide to design and implementation (Fourth Edition). Jossey-Bass.  [Google Scholar]
  47. Mitchison, G. M., Liber, J. M., Hannesdottir, D. K., & Njardvik, U. (2020). Emotion dysregulation, ODD and conduct problems in a sample of five and six-year-old children. Child Psychiatry & Human Development, 51(1), 71-79. https://doi.org/10.1007/s10578-019-00911-7 [Google Scholar] [Crossref] 
  48. Moy, G. E., & Hazen, A. (2018). A systematic review of the Second Step program. Journal of School Psychology, 71, 18–41. https://doi.org/10.1016/j.jsp.2018.10.006 [Google Scholar] [Crossref] 
  49. Neace, W. P., & Muñoz, M. A. (2012). Pushing the boundaries of education: Evaluating the impact of Second Step®: A violence prevention curriculum with psychosocial and non-cognitive measures. Child & Youth Services, 33(1), 46–69. https://doi.org/10.1080/0145935X.2012.665324 [Google Scholar] [Crossref] 
  50. Ogelman, H.G., Güngör, H., & Erten Sarıkaya, H. (2021). Sosyal duygusal gelişimin kesişim noktaları 2: sosyal duygusal öğrenme. [Intersections of social emotional development 2: social emotional learning]. In H. Gülay Ogelman (Ed.), Sosyal ve duygusal gelişim. (pp. 471-483). Eğiten Publishing.  [Google Scholar]
  51. Payton, J., Weissberg, R.P., Durlak, J.A., Dymnicki, A.B., Taylor, R.D., Schellinger, K.B., & Pachan, M. (2008). The positive impact of social and emotional learning for kindergarten to eighth-grade students: Findings from three scientific reviews. Chicago, IL: Collaborative for Academic, Social, and Emotional Learning. https://files.eric.ed.gov/fulltext/ED505370.pdf [Google Scholar]
  52. Pedraza, L. (2009). An examination of the implementation of the Second step program in a public school system. Graduate Theses and Dissertations. https://digitalcommons.usf.edu/etd/2136 [Google Scholar]
  53. Pianta, R. C. (1999). Enhancing relationships between children teachers (pp. 125–146). American Psychological Association [Google Scholar]
  54. Raver, C. C., Izard, C. E., & Kopp, C. B. (2002). Emotions matter: Making the case for the role of young children’s emotional development for early school readiness. Social Policy Report: Giving Child and Youth Development Knowledge Away, 16 (3), 3–18. http:// harrisschool.uchicago.edu/about/publications/working-papers/pdf/wp_02_06.pdf [Google Scholar]
  55. Rhoades, B. L., Warren, H. K., Domitrovich, C. E., & Greenberg, M. T. (2011). Examining the link between preschool social-emotional competence and first grade academic achievement: The role of attention skills. Early Child Research Quarterly, 26(2), 182–191. http://dx.doi.org/10.1016/j.ecresq.2010.07.003 [Google Scholar]
  56. Schick, A., & Cierpka, M. (2005). Faustlos: Evaluation of a curriculum to prevent violence in elementary schools. Applied and Preventive Psychology, 11, 157-165. https://doi.org/10.1016/j.appsy.2005.05.001 [Google Scholar] [Crossref] 
  57. Schultz, B. L., Richardson, R. C., Barber, C. R., & Wilcox, D. (2011). A preschool pilot study of connecting with others: Lessons for teaching social and emotional competence. Early Childhood Education Journal, 39(2), 143-148. http://dx.doi.org/10.1007/s10643-011-0450-4 [Google Scholar]
  58. Sezer, İ. Ş. (2020). Adaptation of Devereux preschool scale and evaluation the effectiveness of second step early intervention program. (Unpublished doctoral dissertation). Hacettepe University. [Google Scholar]
  59. Shure, M. B. (2001). I can problem solve (ICPS): An interpersonal cognitive problem solving program for children. Residential Treatment for Children & Youth, 18(3), 3-14. https://doi.org/10.1300/J007v18n03_02 [Google Scholar] [Crossref] 
  60. Sklad, M., Diekstra, R., Ritter, M. D., Ben, J., & Gravesteijn, C. (2012). Effectiveness of school-based universal social, emotional, and behavioral programs: Do they enhance students' development in the area of skill, behavior, and adjustment? Psychology in the Schools, 49, 892–909. https://doi.org/10.1002/pits.21641 [Google Scholar] [Crossref] 
  61. Snyder, J. J., Schrepferman, L. P., Bullard, L., McEachern, A. D., & Patterson, G. R. (2012). Covert antisocial behavior, peer deviancy training, parenting processes, and sex differences in the development of antisocial behavior during childhood. Development and Psychopathology, 24(3), 1117–1138. https://doi.org/10.1017/S0954579412000570 [Google Scholar] [Crossref] 
  62. Sugai, G., & Horner, R. H. (2009). Defining and describing schoolwide positive behavior support. In W. Sailor, G. Dunlop, G. Sugai, & R. Horner (Eds.), Handbook of positive behavior support (pp. 307–326). Springer Publishing Company. https://doi.org/10.1007/978-0-387-09632-2_13 [Google Scholar] [Crossref] 
  63. Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2017). Promoting positive youth development through school‐based social and emotional learning interventions: A meta‐analysis of follow‐up effects. Child Development, 88(4), 1156–1171. https://doi.org/10.1111/cdev.12864 [Google Scholar] [Crossref] 
  64. Thomson, K. C., Oberle, E., Gadermann, A. M., Guhn, M., Rowcliffe, P., & Schonert-Reichl, K. A. (2018). Measuring social-emotional development in middle childhood: The Middle Years Development Instrument. Journal of Applied Developmental Psychology, 55, 107–118. https://doi.org/10.1016/j.appdev.2017.03.005 [Google Scholar] [Crossref] 
  65. Türnüklü, A. (2004). Okullarda sosyal ve duygusal öğrenme. [Social and emotional learning in schools]. Kuram ve Uygulamada Eğitim Yönetimi, 37(37), 136-152. https://dergipark.org.tr/tr/pub/kuey/issue/10360/126835.  [Google Scholar]
  66. Upshur, C. C., Heyman, M., & Wenz-Gross, M. (2017). Efficacy trial of the second step early learning (SSEL) curriculum: Preliminary outcomes. Journal of Applied Developmental Psychology, 50, 15-25. https://doi.org/10.1016/j.appdev.2017.03.004 [Google Scholar] [Crossref] 
  67. Weber, H. (2019). The effects of the second step curriculum on challenging behavior in first grade. Dissertations, Theses, and Projects, 271. https://red.mnstate.edu/thesis/271 [Google Scholar]
  68. Webster-Stratton, C., & Reid, M. J. (2003). The incredible years parents, teachers and children training series: A multifaceted treatment approach for young children with conduct problems. In A. E. Kazdin & J. R. Weisz (Eds.), Evidence-based psychotherapies for children and adolescents (pp. 224–240). The Guilford Press. [Google Scholar]
  69. Webster-Stratton, C., Reid, M. J., & Hammond, M. (2004). Treating children with early-onset conduct problems: intervention outcomes for parent, child, and teacher training. Journal of Clinical Child and Adolescent Psychology: American Psychological Association, 53, 33(1), 105–124. https://doi.org/10.1207/S15374424JCCP3301_11 [Google Scholar] [Crossref] 
  70. Weissberg, R. P., Durlak, J. A., Domitrovich, C. E., & Gullotta, T. P. (2015). Social and emotional learning: Past, present, and future. In J. A. Durlak, C. E. Domitrovich, R. P. Weissberg, & T. P. Gullotta (Eds.), Handbook of social and emotional learning: Research and practice (pp. 3–19). Guilford Press.  [Google Scholar]
  71. Wenz-Gross, M., Yoo, Y., Upshur, C. C., & Gambino, A. J. (2018). Pathways to kindergarten readiness: The roles of second step early learning curriculum and social emotional, executive functioning, preschool academic and task behavior skills. Frontiers in Psychology, 9, 1886. https://doi.org/10.3389/fpsyg.2018.01886 [Google Scholar] [Crossref] 
Download
Metric
History
Related

Volume 18 Issue 5

October 2022

All Articles

International Journal of Progressive Education

International Association of Educators.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International Public License.
Privacy policy     |     Terms of Use     |     Use of Cookies
Creative Commons Lisansı
© 2012 - 2024 - THDSoft e-Journal Management System.