Abstract
Children from low SES homes face many challenges which have a lasting impact. Early education positively impacts child development and life outcomes when social emotional learning is a focus. This Dissertation in Practice is a qualitative case study to explore how a subsidized non-profit YMCA in the western United States servicing preschool students from varying economic, cultural, and ethnic backgrounds understands and facilitates social emotional development. Children in the preschool represent 17 different zip codes and are enrolled from three tiers of funding. Forty-one parents and 12 teachers completed a survey asking about how social emotional learning is understood and facilitated at this YMCA. Three parents, four teachers, the program director, and the CEO were also interviewed. Documents were reviewed and 9 classroom observations were conducted. The findings revealed that this YMCA understands social emotional learning to be the process by which all community members model and develop the social responsibility, independence, and social skills that lead to good citizen behavior. The YMCA PS facilitates social emotional learning using strategies through developing intrinsic motivation (1) dependent on modeled and practiced behavior that (2) creates an inclusive learning environment welcoming for teachers, parents, and students of different ages, ethnicities, and SES groups, and (3) set clear expectations, create routines, and develop strong families and community through shared responsibilities. The conclusion and recommendations are to cultivate programs serving diverse SES populations centered in social emotional learning.
Key words: early education, preschool, socioeconomic status, poverty, social emotional learning, YMCA