Year: 2015
Type: article
Study design: Observational Study
Abstract: The literature has demonstrated that academic skills regress over the summer months when students are not in school, yet little is known about the effect of school breaks on non-academic skills.The following longitudinal study investigates teacher perceptions of how school breaks affect preschool children's social-emotional competencies.Learning rate results demonstrate students lose social-emotional skills and demonstrate increases in behavior concerns over summer break when they are not in school.Additionally, children who have attended preschool in the previous year demonstrate a smoother transition back after summer break as opposed to newly enrolled children.Implications for educators are discussed.iii Dedication This document is dedicated to my parents and siblings.To my parents, who first instilled within me a love of learning and who so generously provided me with every possible opportunity to do so.To my sister and brother, who inspire me with their beautiful spirits and who taught me so much about compassion and all of the different possible ways of learning.ix Teacher focus groups .......
Author: Emma Merry
Institution: The Ohio State University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2783249367