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Training Teens to Support Early Social Emotional Learning and Language

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Title: Training Teens to Support Early Social Emotional Learning and Language
Language: English
Authors: Beth M. Phillips (ORCID 0000-0002-7997-2843), Chelsea Funari (ORCID 0009-0004-3388-5949), Karli Willis, Felesa Oliver, Florida State University (FSU), Florida Center for Reading Research (FCRR)
Source: Online Submission. 2025.
Peer Reviewed: N
Page Count: 8
Publication Date: 2025
Document Type: Reports - Research
Education Level: High Schools
Secondary Education
Early Childhood Education
Adult Education
Descriptors: High School Students, Early Childhood Education, Parenthood Education, Oral Language, Language Acquisition, Social Emotional Learning, Partnerships in Education, Curriculum Development, Course Content, Student Attitudes, Teacher Attitudes
Abstract: The purpose of this study was to support social and emotional learning and oral language development in early childhood through the adaptation of a novel, early childhood curriculum for high school students. As future parents, high school students will ultimately play a crucial role in their child's development; however, limited content is available for this population before they become parents in the future. In this study, we partnered with two secondary education sites to provide forty-three high school students with a brief but intensive set of capacity-building, engaging, and memorable lessons to teach age-appropriate oral language (dialogic reading, multiturn conversations) and social emotional learning (warmth, routines, sharing, turn-taking, labeling emotions) strategies to use with children in infancy through age five. We examined the feasibility, social validity, and initial promise of the course modules we developed using a mixed methods study. We included observations of partner-led lessons, assessment of knowledge related to course learning objectives, surveys of participant background and overall perspectives, and focus groups to understand participant experiences. Overall, instructors were easily able to implement the course lessons, students demonstrated understanding of key course content, and valuable feedback was provided across stakeholder groups to boost student engagement and assist with implementation. Results from this study will be used to guide future course revisions. [Funding provided by Strengthening Future Families.]
Abstractor: As Provided
Entry Date: 2025
Accession Number: ED675791
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED675791
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PubType: Report
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  Data: Training Teens to Support Early Social Emotional Learning and Language
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  Data: <searchLink fieldCode="AR" term="%22Beth+M%2E+Phillips%22">Beth M. Phillips</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7997-2843">0000-0002-7997-2843</externalLink>)<br /><searchLink fieldCode="AR" term="%22Chelsea+Funari%22">Chelsea Funari</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0004-3388-5949">0009-0004-3388-5949</externalLink>)<br /><searchLink fieldCode="AR" term="%22Karli+Willis%22">Karli Willis</searchLink><br /><searchLink fieldCode="AR" term="%22Felesa+Oliver%22">Felesa Oliver</searchLink><br /><searchLink fieldCode="AR" term="%22Florida+State+University+%28FSU%29%2C+Florida+Center+for+Reading+Research+%28FCRR%29%22">Florida State University (FSU), Florida Center for Reading Research (FCRR)</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Online+Submission%22"><i>Online Submission</i></searchLink>. 2025.
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  Data: N
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  Data: 8
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  Data: 2025
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  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Adult+Education%22">Adult Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="DE" term="%22Parenthood+Education%22">Parenthood Education</searchLink><br /><searchLink fieldCode="DE" term="%22Oral+Language%22">Oral Language</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Acquisition%22">Language Acquisition</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Emotional+Learning%22">Social Emotional Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Partnerships+in+Education%22">Partnerships in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Development%22">Curriculum Development</searchLink><br /><searchLink fieldCode="DE" term="%22Course+Content%22">Course Content</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The purpose of this study was to support social and emotional learning and oral language development in early childhood through the adaptation of a novel, early childhood curriculum for high school students. As future parents, high school students will ultimately play a crucial role in their child's development; however, limited content is available for this population before they become parents in the future. In this study, we partnered with two secondary education sites to provide forty-three high school students with a brief but intensive set of capacity-building, engaging, and memorable lessons to teach age-appropriate oral language (dialogic reading, multiturn conversations) and social emotional learning (warmth, routines, sharing, turn-taking, labeling emotions) strategies to use with children in infancy through age five. We examined the feasibility, social validity, and initial promise of the course modules we developed using a mixed methods study. We included observations of partner-led lessons, assessment of knowledge related to course learning objectives, surveys of participant background and overall perspectives, and focus groups to understand participant experiences. Overall, instructors were easily able to implement the course lessons, students demonstrated understanding of key course content, and valuable feedback was provided across stakeholder groups to boost student engagement and assist with implementation. Results from this study will be used to guide future course revisions. [Funding provided by Strengthening Future Families.]
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  Data: 2025
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  Data: ED675791
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED675791
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      – Text: English
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        PageCount: 8
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      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Early Childhood Education
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      – SubjectFull: Parenthood Education
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      – SubjectFull: Oral Language
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      – SubjectFull: Language Acquisition
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      – SubjectFull: Social Emotional Learning
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      – SubjectFull: Course Content
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Teacher Attitudes
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      – TitleFull: Training Teens to Support Early Social Emotional Learning and Language
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              M: 09
              Type: published
              Y: 2025
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