Degree Date
12-2024
Document Type
Dissertation - Public Access
Degree Name
Ed.D. Doctor of Education
Academic Discipline
Educational Leadership
First Advisor
Dr.Geri Chesner
Second Advisor
Dr. Stuart Carrier
Third Advisor
Dr. Virgina Zeitlan
Abstract
This mixed-methods study explored the impact of a daily thirty-minute before-school play program on sixth-grade students' social and emotional well-being, using the five CASEL core competencies and S.A.F.E. (Sequenced, Active, Focused, Explicit) framework as guiding principles. The study addressed the central research question: How does unstructured play before school influence students’ social-emotional learning (SEL) skills and well-being? Data was collected through student surveys, interviews with teachers, and observations to explore how play fosters SEL skill development. Play was found to offer an authentic environment for sixth grade students to actively practice SEL skills, fostering benefits in self-esteem, social connectedness, emotional regulation, and academic engagement. Teachers (3) and students (30) reported stronger relationships and motivation, though challenges with safety and logistics were noted. Recommendations include addressing barriers limiting equitable play access and offering structures to support similar middle school programs. The findings highlight the value of integrating unstructured play into school routines to improve student well-being and authentic application of SEL skills.
Recommended Citation
Dardovski, Luleta, "PROTECTIVE PLAY: THE IMPACT OF A BEFORE-SCHOOL PLAY PROGRAM ON SIXTH-GRADE STUDENTS’ SOCIAL-EMOTIONAL WELL-BEING" (2024). Dissertations. 869.
https://digitalcommons.nl.edu/diss/869
Included in
Curriculum and Social Inquiry Commons, Educational Leadership Commons, Elementary Education Commons, Other Education Commons
