Date of Conferral

12-10-2024

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Karyn Hawkins-Scott

Abstract

Kindergarten teachers and support professionals in the social-emotional community within a local school district experienced changes in student behaviors and social skills since returning to in-person schooling following the pandemic. After COVID-19, teachers found themselves engaging students who presented a lack of social skill development, contributing to the behaviors within the classroom microsystem. This study used Urie Bronfenbrenner’s ecological systems theory to support research efforts to examine how learning environments and interactions contributed to students’ preparation for Kindergarten. The research explored 12 Kindergarten teachers' and support professionals' perspectives concerning Kindergarten student behaviors and social skills. The research design was an exploratory qualitative study with teacher interviews. The interviews were transcribed and then coded using the content analysis coding method, and upon completion, themes that reflected key areas of contribution to the study emerged. These themes were (1) realizations about the pandemic, (2) social skills and behaviors, (3) families, (4) environment matters, (5) technology matters, and (6) early childhood programs. The study noted concern for teachers in the classroom and presented ideas on ways to provide support that can benefit Kindergarten students. The implications for positive change were identified and achieved as the study highlighted the areas of social development that need to be addressed to improve developmental outcomes that impacted all areas of student growth.

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