Measuring the Influence of Socio-Emotional Learning Curriculum on Children’s Development in Kindergartens

Abstract

The study contributes to the ongoing debate regarding the significance of the socio-emotional learning (SEL) curriculum and its significance concerning the development of children’s socio-emotional; competencies. To address this gap in the literature, a quantitative study into the influence of socio-emotional learning curriculum on children’s development in kindergarten classrooms was explored. The study was guided by four (4) hypotheses namely; Hypothesis one (1): There is no statistical difference in the pre-test social skills of the participants based on age, Hypothesis two (2): There is no statistical difference in the post-test social skills of the participants based on age, Hypothesis three (3): There is no statistically significant difference in the pre-test social skills of the participants based on gender, Hypothesis four (4): There is no statistical difference in the post-test social skills of the participants based on gender. The study’s findings revealed that the intervention was robust because it enhanced and promoted the socio-emotional competencies of the participants. It was recommended that future research works on this issue should explore another socio-cultural context to determine whether similar or divergent findings would be established. This electronic document is a “live” template. The various components of your paper [title, text, heads, etc.] are already defined on the style sheet, as illustrated by the portions given in this document.