Document Type

Report

College

College of Pharmacy and Health Sciences

Department

Occupational Therapy

Degree

Doctor of Occupational Therapy (OTD)

Report Date

7-2023

Faculty Mentor

Burton, Amy

Doctoral Experiential Coordinator

Latour, Debra

Abstract

"Children “at risk” are vulnerable to lower social and emotional (SE) competence and motor skill development. Due to the unique upbringing of children of low socioeconomic families, it is important for early childhood professionals to understand the need for social-emotional learning (SEL) in the classroom and into adulthood. Motor skill development during preschool years are significantly associated with the development of SE skills and academic performance (Cheung, 2022). The purpose of this study is to explore the effectiveness of an SEL and motor skill enrichment program in preschool-aged children at an early learning facility. This study involved evidence-based practice within the scope of occupational therapy (OT) to ensure quality performance outcomes in preschoolers. Through a quasi-experimental design, the preschool classrooms of Educare Springfield were divided into an experimental and control group. The Social and Emotional Learning Behavior Observation and Reflection: A Resource Tool was utilized during the pre- and post-intervention phases to assess positive classroom behaviors. Data analysis involved inferential and descriptive statistics. Areas of improvement for observed positive behaviors in the classrooms include self-concept & self-awareness, self-regulation & adaptability, and accountability. This study suggests that the SEL and motor skill enrichment program served as a positive enhancement to the current SEL curriculum at Educare Springfield. SE and motor skill development is critical for a child to participate in activities of daily living, school, and play. A sustainability plan for further implementation was explained through an educational presentation and program manual at Educare Springfield."

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