The applied dissertation was designed to examine the effectiveness of the Promoting Alternative Thinking Strategies (PATHS) curriculum in fostering social-emotional development among young learners participating in Voluntary Prekindergarten program and its relationship to kindergarten readiness. The independent variable was defined as participation in a Voluntary Pre-Kindergarten (VPK) program emphasizing school readiness and social-emotional learning (SEL). The dependent variable was social-emotional development, measured using the Ages & Stages Questionnaires: Social-Emotional, Second Edition (ASQ:SE-2). Control variables included socioeconomic status and family structure, while intervening variables encompassed age and gender at kindergarten entry. A total of 31 of four-year-old young learners participating in the Voluntary Prekindergarten program enrolled in the ABC Early Learning Program participated in the study. Each participant received a targeted SEL intervention using in the PATHS curriculum, designed to enhance emotional regulation, adaptive functioning, and social interaction. Pre- and post-intervention ASQ:SE-2 assessments were conducted to evaluate changes in developmental outcomes. Descriptive statistics revealed a substantial decrease in mean scores from 43.87 (SD = 48.61) at pre-test to 16.77 (SD = 23.01) on post-test, indicating reduced behavioral and emotional concerns. Assumption testing using the Shapiro–Wilk test confirmed significant deviations from normality (pre-test: W = 0.84, p = .0003; post-test: W = 0.74, p The data analysis revealed that participation in the PATHS curriculum significantly enhanced young learners’ social-emotional development, leading to measurable gains in emotional regulation, autonomy, interpersonal skills, and adaptive behaviors. The results indicated that most of the participants demonstrated a substantial reduction in ASQ:SE-2 scores from pre-test to post-test. These declines reflect a meaningful decrease in behavioral and emotional concerns as reported by caregivers and educators. This positive trend aligns with the primary objective of the intervention: to promote emotional regulation, enhance social awareness, and strengthen interpersonal relationships through structured social-emotional learning (SEL) programming. By fostering these foundational skills, the PATHS curriculum effectively supports young learners’ readiness for the academic and interpersonal demands of kindergarten.
| Date of Award | Jan 1 2025 |
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| Original language | English |
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| Supervisor | Ronne Hunter (Supervisor), Gloria Kieley (Advisor) & Kimberly Durham (Advisor) |
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