Theses and Dissertations

Date of Award

2025

Document Type

Dissertation - NSU Access Only

Degree Name

Doctor of Education (EdD)

Department

Abraham S. Fischler College of Education and School of Criminal Justice

Advisor

Ronne Hunter

Committee Member

Gloria Kieley

Committee Member

Kimberly Durham

Keywords

adaptive behaviors, Ages & Stages Questionnaires: Social-Emotional (ASQ:SE-2), emotional regulation, family structure, kindergarten readiness, PATHS curriculum, pre-test, post-test, school readiness, Shapiro–Wilk test, social awareness, social-emotional development, social-emotional learning (SEL), socioeconomic status, Voluntary Prekindergarten (VPK) program, young learners

Abstract

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 < .00001).

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.

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