Supporting Social-Emotional Development in Preschoolers: Implementation Evaluation of the PEDALS Program

 By Myo Sant Li

1. Background of the Research 

            Throughout the years, the curricula based on adoption of formal social-emotional learning that was originally developed for kindergarten through 12th grade, has expended into prekindergarten settings, which social emotional learning (SEL) is a foundation for the development of the whole child in early childhood period. In response to this context, the Positive Emotional Development and Learning Skills (PEDALS) program was practicing in prekindergarten classrooms in Western and Central New York and Southest Michigan. This is a two-year SEL program that combines the Second Step Early Learning curriculum with comprehensive training, mentoring, and implementation supports for educators and directors. This study is designed not onlt to assess how the program is delivered, but also to mention future analyses of PEDALS’ impact on social-emotional of children and executive functioning skills. 

 

2. Research Objectives

            

            The research objectives of the study are to

·      examine the implementation of the PEDALS program delivering in real-world early childhood setting, particularly in prekindergarten classrooms in Western and Central New York and Southeast Michigan.

·      measure the perceptions of educators on the Second Step Early Learning curriculum, PEDALS training, and coaching supports, including how the important social-emotional learning is for children’s whole development. 

·      evaluate the fidelity and quality of implementation of the SEL curriculum during lessons and daily classroom interactions.

·      investigate factors that assist or hinder implementation of PEDALS on children’s behaviors and limited teacher planning time.

·      detemine whether conditions necessary for effective SEL instruction are present including teacher readiness, supportive practices, and on-gorund supports. 

·      inform the broader evaluation of PEDALS and guide future program improvement and sustainability.

 

3. Research Methodology 

           

            This research used a mixed-methods implementation design to analysis how the PEDALS program was effectively implemented in prekindergarten classrooms, which was conducted in Southeast Michigan, Western New York, and Central New York. Its populations are 20 early childhood sites and 39 classrooms participating in the second year of the two-year PEDALS program. Data were collected by surveying educators and site directors, observing classrooms, and supporting documentation of training and coaching. The methodology basically focused on assessing implementation fidelity, educators’ perceptions of the program, and factors that supported or hindered effective delievery of social-emptional learning instruction. 

 

4. Research Finding 

            

    The study found that educators believed that PEDALS program focusing on social emotional development in learning process was positively and strongly effective. Educators generally implemented the curriculum as intended and demonstrated strong instrucional skills. On the other hand, SEL strategies were used less consistently during moments of child distress or interpersonal conflict. The program resources such as training and coaching supported implementation, while challenges such as limited planning time and children’s behavioral needs hindered it. 

 

5. Reference 

Wang, E. L., Reed, N., Doss, C. J., & Cannon, J. S. (2024). Supporting social-emotional development in preschoolers: Implementation evaluation of the PEDALS program. RAND Corporation. https://eric.ed.gov/?q=Research+about+social+emotional+development+of+preschooler&id=ED655777