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A Regulation Program to Promote School Readiness in Common Core
Armstrong, Brooke Michelle
Hokoda, AudreyShapiro, AlysonPang, Valerie
xi, 41 pages
In 2009 state learning standards were redeveloped to help prepare students in grades K-12 for college and career readiness and career skills of the future. These redeveloped standards known as the Common Core, incorporate higher- level academic skills that focus on critical thinking, problem solving, conceptual and language development skills. As a result, these higher- level learning skills require children to have strong social emotional skills in place. Children who have strong social emotional skills are at an advantage for school readiness tasks. Children from at-risk low socio-economic populations are less likely to develop social emotional skills and are at greater risk for school readiness skills. Therefore, it is important that a regulation program be implemented in both the home and school environment so that children can develop both social emotional and school readiness skills. The goals of this program were to align parent-teacher curriculum that emphasizes the development of social emotional skills, cooperative learning, perseverance, problem solving, regulation and reflection. These goals were designed to help families support their childs social emotional development and for students to be provided with opportunities and interventions that foster growth in social emotional development and school readiness. The program consisted of two components that focused on educating and collaborating with families and integrating and aligning curriculum with classroom lessons. Such as yoga, art, role-playing and collaborative based learning. Together, teachers and parents worked together to provide children with opportunities for social emotional growth and a future of school readiness and success.
Child and Family Development
Master of Science (M.S.) San Diego State University, 2015
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