Irene Guerrero focused her study on the development of social-emotional skills and their impact on academic development in preschoolers. An overview of the project and her visual representation of her study is provided below:
My research study aimed to address Social-Emotional Learning in Preschool Classrooms and Its Impact On Preschoolers’ Academic Success. In exploring the topic, the study used the following two specific research questions to guide the research process: 1. What is the impact of social-emotional learning in a preschool classroom on children’s academic success? And 2. How can teachers support social-emotional learning in their preschool classroom?
Through data collection such as observations, Student Social-Emotional Chart, Student Academic Chart, and interviews, information was generated to identify and analyze patterns. I observed both students two days of the week during the first two weeks of April for a period of thirty to forty-five minutes during a diverse range of activities such as choice time, lunch, breakfast, small group, arrival, circle time, outdoor play, and transitions. I conducted one-on-one interviews with two teachers, through a set of questions focused on gathering teacher’s experiences, and perspective to understand and answer the research topic. The interviews occurred once privately, on different days and times. The interviews took place in the school library for an hour long each. I reviewed my observation notes on a weekly basis, writing a reflection after completing this process. These notes contained insight into possible social-emotional learning and academic success, for which I reviewed and consulted throughout the process. I reviewed the interview transcript on a weekly basis, writing a reflection after completing this process. These notes contained insight into possible social-emotional learning and academic success, for which I reviewed and consulted throughout the process. I developed a coding system to use during the review of observation notes, social-emotional chart, academic chart, and interview transcript. The coding system revealed recurring, academic skills (Subject Area: reading/writing, science, math, social studies, Arts) and social- emotional skills (Developmental Domain: Language/Literacy, cognitive, social-emotional, and/or physical). As mentioned above by the participants and literature review, social-emotional learning plays a critical role in fostering not only the interpersonal and emotional development of preschoolers but also in laying groundwork for their academic success.
This research study highlights the correlation between social-emotional learning competencies-such as emotional regulation, empathy, and cooperative behaviors and early learning in the classroom. When preschool environments intentionally support social-emotional learning through structured activities and responsive teaching practices, children are more likely to exhibit improved attention, stronger peer relationships, and enhanced readiness for academic tasks. These foundational skills are essential for effective participation in learning and for building resilience in the face of challenges. Despite the study's limitation of size and duration, the findings align with a growing body of evidence suggesting that social-emotional learning support is a key predictor for both short and long-term academic achievement.
