Date of Award

Winter 5-5-2016

Degree Type

Dissertation/Thesis

Degree Name

B.S.

Department

Early Childhood Education

Faculty Advisor

Dr. Mark Larson

Abstract

Throughout my experiences in different classroom settings during my teacher education, I noticed many differences in the ways teachers approached the social emotional education of young children. The goal of this paper is to examine the difference between a classroom where social emotional learning is explicitly taught to children, and a classroom where it is not, and consider how social emotional learning impacted the students’ social and emotional abilities in the context of the classroom.

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