Answer:

Introduction

Early childhood education is the part of education theory which is related to educating the children in both formally as well as informally manner. The education is provided to the children up to the age of eight. In this report, “School Discipline and Social-Emotional Learning” in the early childhood education context topic is selected. The school discipline is considered all the rules and regulation as well as various strategies for managing the behavior and actions which is used for encouraging the self-discipline among the students (Okonofua, Walton, & Eberhardt, 2016). However, Social-Emotional learning refers to the procedure in which children obtain and applied the knowledge, behavior in effective manner which become important in managing the emotions (Greenberg, Domitrovich, Weissberg, & Durlak, 2017). In this, the thesis argues that school discipline and social-emotional learning is important because it helps in increasing sense of responsibility, self-efficiency etc. However, there are various issues that have significant impact on school discipline and social-emotional learning in early childhood education such as lack of transparency, lack of support etc, which is important to analyze.

Importance

School Discipline and Social-Emotional Learning is considered important because it leads more positive behavior towards others and improves the sense of responsibility, purpose, self-efficiency etc. This learning helps in developing the relationships with the peer and decreases the problems (Mahoney, Durlak, & Weissberg, 2018).

Purpose

• To understand the meaning of school discipline and Social and Emotional knowledge.
• The major importance in the subject matter of “School Discipline and Social-Emotional Learning” in early childhood education.
• The issues which influence the schooldiscipline as well as social as well as emotional education in the early childhood education centers.  

Research question

• What is the meaning of “School Discipline and Social- Emotional Learning”?
• What are the major roles of “School Discipline and Social- Emotional Learning”?
• What are the issues which influence School Discipline and Social as well as Emotional knowledge within early childhood learning centers?

Literature review

Darling-Churchill and Lippman conducted the study to know the concept of school discipline and issues which impacted the association between the growth of social and emotional aspects among the children in the early childhood education (Darling-Churchill & Lippman, 2016). The data collection was done by using the secondary approach that is by reviewing various several articles which are related to the issues of early childhood education. From the analysis the researchers find that there is an association between the social education and emotional education in the early childhood education centers. Researchers also find that there are various issues involved in the “Social-Emotional Learning” which includes issues regarding the quality as well as ease of usage for extant actions. The one of the major issue also include about the lack of transparency regarding the model of sub domains of the social as well as emotional growth. The other issues are social competence, problems regarding the behaviors, emotional competence. Researchers also provide recommendation to adopt the tools which does classification regarding the development of social and emotional sub domains.

According to Domitrovich, Durlak, Staley and Weissberg School discipline and the social-emotional competence is considered the significant aspect for targeting the interventions of universal perspective which perform in the early childhood education center (Domitrovich, Durlak, Staley, & Weissberg, 2017). The aim of the research is to investigate the association social, emotional culture with healthy development of the children. The other aim of the study is to know the issues regarding the discipline and learning in the early childhood education center. The data was conducted from the reports of the early childhood centers, articles to provide in depth understanding about the subject matter. From the study, the researchers find that Social-emotional learning is considered the important approach which leads in increasing the social-emotional competence. Researchers also finds that there are various issues in managing the discipline and social and emotional learning in schools which includes change in the procedure of behavior, inefficient and inadequate rules and regulations. The study also provides recommendations that are to adopt universal intervention, which helps in enhancing the health of the risky students.

According to McCormick, Cappella, O’Connor and McClowry social-emotional competence are considered significant for the success of academic it is because of their higher influence because of political and consumer support (McCormick, Cappella, O’Connor, & McClowry, 2015). Researchers conducted the study in examining the three proportions that is leadership, responsibility and accountability as well as safety, respect which influence the outcomes of social, emotional and behavioral learning. The study was conducted in the 22 schools which is situated in urban area, the sample size of the students are 435, that is all the students with diverse racial and ethnic were enroll in collecting the data, The study was conducted in the elementary school of New York, from this half of the population are from the males. The descriptive statistics were used by the researchers by examining the variables in the description of the characteristics at both individual as well as school level. From the analysis the researcher finds that social norms, interactions affect the “social-emotional learning and the social discipline” in urban early childhood schools.

Hemmeter, Snyder, Fox and Algina objective of the research is to find the influence of pyramid model for developing the social as well as emotional skills among the children (Hemmeter, Snyder, Fox, & Algina, 2016). Researchers believe that pyramid model considered the best practices skills of the children as well as their altering behaviors and actions.  The study collected the data from the 40 teachers which are from the preschool as well as from 494 children; the researchers also adopted the randomized controlling sampling design in the two states that is Tennessee and Florida. From the analysis, the researchers finds that social-emotional learning is considered very significant because it helps in increasing the knowledge, behaviors of the children as well as helps in managing their actions in efficient manner. Researchers finds that it is difficult for the students and teachers because of behavior disorder, some of the challenging behavior, ineffective leadership and study also demonstrate that pyramid model considered the efficient approach in increasing the emotional as well as social competence among the children and instructor.

According to Bierman and Motamedi children skills develop quickly those who are between the age group of 3-6 (Bierman & Motamedi, 2015). Researchers also believe that school discipline is considered the rules and regulation which leads in management of the children actions. The researchers conducted the study to investigate the school discipline and skills in the preschools; the study was also conducted to find the problems in the discipline as well as issues in social and emotional education in the Australian early childhood schools. The researchers used the programs of social as well as emotional learning and various theories such as social learning, model of social information processing. From the analysis the researchers finds that these model helps in increasing the support in providing the social and emotional skills to the children, Researchers also finds that inadequate leadership leads ineffective discipline in the early childhood education center. The major issue involved in the social and emotional learning includes support from the teachers, family members.

According to Curby, Brown, Bassett and Denham estimating, understanding and managing the actions of children is become significant for the development of the children. Researchers believe that earlier studies were conduct to know the connection among the competencies with progression of children (Curby, Brown, Bassett, & Denham, 2015). Therefore, the present study is conducted to understand the issues which influence the social-emotional learning as well as discipline in the school among 91 preschool. The researchers also used the observation method and gathered the data by observing the social and emotional competences of child along with the rules followed in school for discipline. From the analysis, the researchers find that behavior of the children influence the learning and development which includes annoyed/destructive behavior, corporative and sensitive behavior and anxious as well as withdrawn behavior. There are limitations of the study which includes that the relationship between social- emotional learning with the developments done by adopting the longitudinal design and this design is not used by the researchers while conducting this study.

Discussion

From the above analysis it is finds that the study is conducted to understand the meaning and importance of “School Discipline and Social- Emotional Learning”, the study is also conducted to identify the issues which influence School Discipline as well as Social and Emotional education in early childhood centers. Therefore, from reviewing various articles it understands that not many studies are conducted to know the application of school discipline and social as well as emotional learning. However, above articles helps in finding the objective of the study.

The findings demonstrate that school discipline and social-emotional learning is considered significant term because it helps developing the process, method which manage and control the actions and behavior of children  (Elango, García, Heckman, & Hojman, 2015). Therefore it is considered important because it helps in increasing the various skills, increases the self efficiency as well as maintains the good relationship with the family and peer group (Greenberg, Domitrovich, Weissberg, & Durlak, 2017). The present study also describes that there are various issues which influence the discipline and learning in the early childhood education center which includes changes in the behavior of children, competence, lack of support system, inefficient rules and transparency.

The present study also has limitation which include that the present study only focused on the influence of “School Discipline as well as Social- Emotional Learning” in the early childhood education, it does not focuses on the amount of extent or the degree it impacted the early childhood education. Therefore in future researchers can conduct the study to now the amount of influence discipline and learning have on the education.

Conclusion

From the above it is concludes that the study was conducted to know the “School Discipline as well as Social- Emotional Learning” in the early childhood education. The data was collected by reviewing various articles to understand the issues which have impact on the discipline and learning. From the above it also conclude that it is an important aspect to develop the children in efficient manner but faced from various issues that is diverse and altering behavior, lack of transparency and support.

References

Bierman, K. L., & Motamedi, M. (2015). Social and emotional learning programs for preschool children. Durlak, Domitrovich, Weissberg ve Gullota, Handbook , 135-150.

Curby, T. W., Brown, C. A., Bassett, H. H., & Denham, S. A. (2015). Associations between preschoolers’ social–emotional competence and preliteracy skills. Infant and Child Development , 24 (5), 549-570.

Darling-Churchill, K. E., & Lippman, L. (2016). Early childhood social and emotional development: Advancing the field of measurement. Journal of Applied Developmental Psychology , 45, 1-7.

Domitrovich, C. E., Durlak, J. A., Staley, K. C., & Weissberg, R. P. (2017). Social?emotional competence: An essential factor for promoting positive adjustment and reducing risk in school children. Child development , 88 (2), 408-416.

Elango, S., García, J. L., Heckman, J. J., & Hojman, A. (2015). Early childhood education. In Economics of Means-Tested Transfer Programs in the United States , 2, 235-297.

Greenberg, M. T., Domitrovich, C. E., Weissberg, R. P., & Durlak, J. A. (2017). Social and emotional learning as a public health approach to education. The future of children , 13-32.

Hemmeter, M. L., Snyder, P. A., Fox, L., & Algina, J. (2016). Evaluating the implementation of the Pyramid Model for promoting social-emotional competence in early childhood classrooms. Topics in Early Childhood Special Education , 36 (3), 133-146.

Mahoney, J. L., Durlak, J. A., & Weissberg, R. P. (2018). An update on social and emotional learning outcome research. Phi Delta Kappan , 100 (4), 18-23.

McCormick, M. P., Cappella, E., O’Connor, E. E., & McClowry, S. G. (2015). Context matters for social-emotional learning: Examining variation in program impact by dimensions of school climate. American journal of community psychology , 56 (2), 101-119.

Okonofua, J. A., Walton, G. M., & Eberhardt, J. L. (2016). A vicious cycle: A social–psychological account of extreme racial disparities in school discipline. Perspectives on Psychological Science , 11 (3), 381-398.