Data Collection Summary

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Dec 6, 2023

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Running head: DATA COLLECTION SUMMARY Shanise Stroder Grand Canyon University: TCH 539 February 5, 2020 1

SOCIAL EFFECTS OF STUDNETS’ BY END OF KINDERGARTEN Rationale The research substantiates the author’s feelings and importance of socials skills needed for school readiness. The way that the research verifies the contributing knowledge is that it demonstrates that teachers play a massive role in shaping children’s social skills. The teacher child relationship in the preschool setting can determine how well a child interacts socially with peers and adults. The teacher that shows compassion, understanding, and closeness to a child fosters a deep connection of how to address emotions properly. Teachers should model the correct way to express emotions and also the negative way to express emotions to convey ways to properly handle conflict. Preschool teachers help foster these skills when they allow the children to solve conflict resolution among each other or read stories that deal with expressing feelings and emotions appropriately. Past research has shown that positive teacher child relationship in children's early learning experiences appear to contribute to positive school adjustment. Method The purpose of this quantitative study as stated above will examine the social skills of children who attend a preschool setting and students who did not attend a preschool. Therefore, assessments will validate the teachers concerns for school readiness in kindergarten and future grades to come. The research design that will be considered for the proposal is correlational. The variables included in this research proposal are the dependent variable, which are students’ social interactions/social skills. The independent variables are students who attend preschool and students who did not attend preschool. This correlation is of great magnitude to 2

SOCIAL EFFECTS OF STUDNETS’ BY END OF KINDERGARTEN understand the role of the teachers and the role of students’ social skills. This is appropriate for teachers to understand how to guide the learning of children. The sample used in this research proposal is 24 African American kindergarten students mixed gender, 12 of which attended preschool and 12 of which did not attend preschool. This information was taken from the students’ educational profile that teachers had access to. The sample technique used will be stratified sampling. This technique is used because the researcher propose two subgroups one group who attended a preschool and the other group of students who did not attend a preschool. This will compare the groups based off behavior using the social emotional assessment tool Devereux Early Childhood Assessment. The Devereux Early Childhood Assessment is used to “generate classroom profiles indicating the relative strengths of all children so that classroom design and instructional strategies can build upon these strengths to facilitate the healthy social and emotional growth of all children." (The Devereux early childhood assessment (DECA) kit, 1st edition, 2012) This assessment will have a pre and post test. The pre test will be given to the parents at the beginning of the year and the kindergarten teacher will also complete the assessment at the beginning of the school year. The post test will be administered at the ending of the kindergarten year by both the teacher and parent. The assessment will measure growth over one year time span. The assessment will measure the frequency of 27 behaviors that incorporate social skills. The reliability for this assessment shows high internal reliability that the items assess the same characteristic of students. Since this assessment will be given at the end of the school year, time does not suffice for results. The proposed growth will use the Cronbach’s alpha (Cronbach, 1951) determined the internal reliability of each scale, ranging from low (.00) to high (.99). Also the author can determine the reliability of this assessment by correlating the scores through test- 3

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SOCIAL EFFECTS OF STUDNETS’ BY END OF KINDERGARTEN retest, by obtaining the same scores by the child and by the same rater on two separate occasions. The proposed results will show the DECA is a reliable tool for assessing children. The validity is measured to which scores on the assessment predict an individual performance on an outcome and the status of the group. The criterion validity uses protective factors that eliminate stress factors while administering the assessment; the outcome is social emotional skills. The proposed students that score higher on the assessment should have higher social skills than that of students with lower scores on the projected scale. The procedure used in this research proposal is identifying the groups of 24 students, 12 who attended preschool and 12 who did not attend preschool. The test will be administered in a 10 to 15 minutes time frame. The parent is the first rater and this should be completed in the classroom. The parent answers 38 questions on a checklist ranging from never, rarely, occasionally, frequently, and very frequently. The second part to this assessment is done by rater 2, the teacher answering the same 38 questions in the classroom as well. The ethical procedures used will be confidentiality as the teacher and the parents will see the results of the assessment given. 4

SOCIAL EFFECTS OF STUDNETS’ BY END OF KINDERGARTEN attended pre-k did not attend pre-k background information forms in native language parent input observations Kindergarten readiniess assessment checklist for success social- emotional status teacher input form teacher/parent input forms collected and reviewed grade kindergarten readiness review observations with peer data collection 5

SOCIAL EFFECTS OF STUDNETS’ BY END OF KINDERGARTEN REFERENCES: Belsky, J., & Pluess, M. (2013). Genetic moderation of early child-care effects on social functioning across childhood: A developmental analysis. child development , 84 (4), 1209–1225. doi:10.1111/cdev.12058 DeLay, D., Hanish, L. D., Martin, C. L., & Fabes, R. A. (2016). Peer effects on head start children’s preschool competency. Developmental Psychology , 52 (1), 58–70. doi:10.1037/dev0000066 Gasparini, C., Sette, S., Baumgartner, E., Martin, C. L., & Fabes, R. A. (2015). Gender- biased attitudes and attributions among Young Italian children: Relation to peer Dyadic interaction. Sex Roles , 73 (9-10), 427–441. doi:10.1007/s11199-015-0526- Kington, A., Gates, P., & Sammons, P. (2013). Development of social relationships, interactions and behaviours in early education settings. Journal of Early Childhood Research , 11 (3), 292–311. doi:10.1177/1476718x13492936 Miller, E. B., Farkas, G., & Duncan, G. J. (2016). Does head start differentially benefit children with risks targeted by the program’s service model? Early Childhood Research Quarterly , 34 , 1–12. doi:10.1016/j.ecresq.2015.08.001 O’Donnell, P. (2016, January 31). Preschool helps kids, but how much? And who does it help most? Retrieved from Cleveland.com, http://Www.cleveland.co m Razza, R. A., & Blair, C. (2009). Associations among false-belief understanding, executive function, and social competence: A longitudinal analysis. Journal of AppliedDevelopmental Psychology, 30(3), 332–343. doi:10.1016/j.appdev.2008.12.020 The Devereux early childhood assessment (DECA) kit, 1st edition. (2012, November 5). Retrieved April 30, 2016, from https://www.kaplanco.com/product/41009/the- devereux-early-childhood-assessment-deca-kit-1st-edition?c=17%7CEA1000 6

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