Preschool Morning Meeting through Responsive Classroom: An Improvement in Social Skills Craig Borey Jill Kenyon
The Project • To investigate whether implementation of Morning Meeting, a component of Responsive Classroom has an effect on preschool student’s proficiency in social and emotional skills • Preschool students chosen for this project were part of a mixed ages classroom. The students that were age 3 before September 1st of the 2011-2012 school year were the group analyzed for this project
Hypothesis • Preschool students exposed to Morning Meeting will improve their social and emotional skill proficiency at school.
Data Collection • The five areas of Social/Emotional Development that the students were measured in included: 1. Follows classroom rules, routines and transitions 2. Interacts appropriately with peers in a small and large group 3. Uses words to express emotions/ideas 4. Maintains classroom (picks up toys, belongings and snack). 5. Demonstrates ability to initiate a task and stay engaged in an experience.
Data Collection • Baseline data is the classroom teacher’s scoring of the social/emotional skills, of individual students on their progress report forms. The student’s social/emotional skills scoringwas based on a number assigned (1= not yet proficient, 2= in progress, and 3= proficient)
Conclusions • No students showed any regression of social/emotional skills due to the implementation of Morning Meeting • Four of the seven students showed progress in one or all five areas measured • There did not appear to be a dominant area of significant change • One student went from 80% proficiency to 100% proficiency
Next steps • Continue implementation with the current group of children for longevity for more valid results • We would like to expand the action research to involve a larger student sample size • Share positive results of implementation • School-Wide Implementation • District-Wide Implementation