Data

Over the course of six months, three Pre-K classes utilized the Friendship First Program to incorporate a Social Emotional Learning (SEL) component to their classrooms. This text based program promotes and focuses on self and social knowledge, self-management, relationship skills, responsible decision-making, initiative, curiosity, engagement, persistence, creativity, cooperative play, problem-solving, organizational skills, and memory.

Students were given both pre-and post evaluations to establish both a baseline as well as notable gains in the areas of Social Emotional Development as identified by the New York State Pre-K Standards for the Common Core and the Head Start Early Learning Outcomes Framework (ELOF).

Students engaged in this Social Emotional Learning curriculum were able to enhance their learning engagement, interpersonal relationships, ability with behavioral adjustments, and overall school success.

The most notable gains were those for individual students who were identified as English language learners. The students were able to expand upon their SEL vocabulary both independently and with scaffolding support from teachers and other staff members.

Overall students engaged in this program were better equipped to understand and manage their emotions, feel and show empathy for others, establish and keep healthy relationships, and to make prosocial decisions.

Students in the program actively demonstrate marked improvement in the following areas:
● Utilizing Social Emotional Vocabulary
● Compromising on play themes and conflict resolution skills
● Utilizing self soothing strategies
● Recognizing and connecting to the feelings of peers; empathy