Supporting the Social Competence of Preschool Children in the Durham Region
The Project
The goal of this SSHRC funded community-based research project is to address vulnerabilities in preschool children’s social competence by supporting Early Childhood Educators (ECEs). Recent research suggests that the social competence of young children is an emerging issue in the Durham Region. The findings from the EDI (Early Development Instrument) showed that one in ten children in the Durham Region are not meeting the developmental expectations for social competence and are considered ‘vulnerable’ compared to their peers. The COVID 19 pandemic has exacerbated this vulnerability, since it has resulted in many more social, emotional, behavioural, cognitive, physical, and mental health problems among young children (Cost et al., 2021; Jacobs, 2022; Offord Centre for Child Studies, McMaster University, 2020; Statistics Canada, 2020; Vaillancourt, McDougall, Comeau, & Finn, 2021; Vaillancourt, Szatmari, Georgiades, Georgiades, & Krygsman, 2021). Addressing children’s vulnerabilities requires building the capacity of ECEs with skills, strategies, and tools to effectively support the development of social competence. The aim of this project was to develop a parent-centered resource to support the development of preschool children’s social competence. The research team was composed of faculty members from Ontario Tech University and Durham College as well as staff from the Durham Region and Grandview Kids.
When I joined the Research Team in the Spring of 2021, I introduced The Collaborative for Academic, Social and Emotional Learning (CASEL) framework. This conceptual framework helped to narrow the team’s focus on social competence. Social and emotional learning (SEL) is “the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions” (CASEL, 2020). The CASEL framework addresses five broad interrelated areas of social and emotional learning (SEL): self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. The value of the CASEL framework for this research project is that it integrates SEL throughout all of the settings where children develop social competence. It emphasizes authentic partnerships between schools and families/caregivers so that they can help plan, implement, and reinforce children’s social and emotional learning. Trusted community partners provide safe and rich opportunities to practice the five areas. Evidence-based SEL programs in preschools and schools have been widely assessed and show that they improve social and emotional competence (CAMH, 2017; Durlak & Mahoney, 2019; Jones et al., 2021; Jones, Barnes, Bailey, & Doolittle, 2017; Robert Wood Johnson Foundation, 2017).
Research and Educational Impact
The CASEL Framework was used to inform and guide the discussions that took place during the co-production workshops. The researchers, students, ECEs, parents, and other professionals from Durham Region learned about SEL through a series of videos and handouts from the CASEL website. The co-production team felt that the most challenging areas to develop were self-awareness and responsible decision-making. So, activities, books, and resources for the Social Competence Kit were chosen to support the development of social competence. The kits were shared with four EarlyON Child and Family Resource Centres in the Durham Region.
ECEs from these centres were asked to complete a feedback survey about their experiences using the kits. All of the ECEs reported that the kit was very easy or easy to use and 92% found it extremely or very useful. They all said that the activities and resources in the kit were always or usually relevant, and 83% said they used many of the activities and resources. Almost all of them (92%) were very likely to recommend the kit to another ECE. The project also found other overwhelmingly positive responses from the ECEs:
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ECEs appreciated how much thought was put into creating the kits. One of them noted that their ECE team, “Loved the way the activities were accessible and easy to use.”
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They especially valued the activities and resources that focused on emotions. Recognizing the importance of how the activities and resources helped prepare the children for school, one said, “Identifying their own feelings with the stones and giving examples of what made them feel happy, sad, anger, etc...great activity before starting school.”
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ECEs believed that the development of self-regulation skills is important to children’s social competence. When asked about which activities and resources in the kit were most valuable, one participant explained, “anything to do with emotions as I think children are struggling with self-regulation.”
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They valued family engagement with activities and resources in the kit. As one participant said, “To identify and match the emotional faces with the mirrors was a big hit with the families…I found that families were engaged with the activities and enjoyed the books that were provided with the kit”.
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Many were enthusiastic about having more kits developed in the future across other EDI domains, in different languages, and for toddlers and infants. One participant commented, “Multiple staff shared that they loved the kits and were hoping that kits would be created for more developmental areas.”
Findings from the research project were presented by members of the research team at the:
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Child Health Symposium: The Power of Client and Family Engagement, Research and Best Practices in Child and Youth Health and Well-Being in London, Ontario on May 28, 2024.
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CICan Symposium: Growing Impact in Applied Research in Ottawa, Ontario on February 13, 2024.