Date of Conferral

5-12-2025

Date of Award

May 2025

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Maryanne Longo

Abstract

The problem that was addressed through this study is that early childhood educators need help supporting young children in learning noncognitive skills, such as socialization, perseverance, and self-efficacy. The purpose of this basic qualitative study was to explore early childhood educators’ experiences facilitating the learning of noncognitive skills, specifically socialization, perseverance, and self-efficacy. The study was grounded in the conceptual frameworks Nagaoka et al.’s noncognitive framework and Stingher’s learning to learn in early childhood framework. Data were collected through semistructured interviews with eight local early childhood educators who teach 3- and 4-year-olds, who were contacted via email, word of mouth, and social media. Through thematic analysis, five key themes emerged. Educators described promoting socialization by modeling positive interactions and encouraging cooperative play among children. Perseverance was fostered by supporting children through challenges and praising persistence. Self-efficacy was developed by giving children opportunities for leadership, choice, and independent problem-solving. Participants also identified significant challenges, including limited training and inconsistent expectations for noncognitive skill development. Finally, educators expressed a strong need for greater resources and professional development to better support children’s noncognitive growth. The results of this study highlight the critical need for structured professional development programs, explicit noncognitive curricula, and enhanced parental engagement strategies. These findings may contribute to positive social change by informing educational practices and policy decisions, ultimately fostering comprehensive early childhood development and school readiness.

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