Also, self perceptions about some attributes are formed by values placed on such attributes by a culture or society (Szente). The literature findings supports how early education is effective at laying a solid foundation for later success and increases school readiness. A study will be conducted to find out if children who experience early education have better social and emotional skills than their counterparts who did not have preschool education. This topic is of importance to me as a previous early educator and future School Counselor because it is noticed that because of the current wave of accountability, it appears that developmentally appropriate practice in the early years which includes social and emotional skills are not receiving much emphasis.
Children need the ability to communicate emotions effectively and to listen to instructions. Children need the skills to solve problems. Research has established that preschoolers and the other educational settings are vital to the psychosocial, ethical and moral development of children (Paccione-Dyslewski & Boekamp, 2005). How can every child be exposed to have a positive experience through a model from parents, guardians, caregivers, and teachers? According to Szente (2007), a positive experience can lead children to move in positive directions while an abusive experience will create barriers for future success.
The purpose of the study is to explore the relationship between early education and the development of social and emotional skills in young children. This study will be conducted through observations of students in kindergarten and first grade classrooms in a title 1 school. Teachers and parents will be interviewed. This is an attempt to find out if emotional and social skills improve student’s achievement in grade school. The hope is to add to the research about quality early education that addresses the full range of social, emotional and academic