Term
Spring 2023
Capstone
Capstone Project
Degree Name
MAEd
Facilitator(s)
Kelly Killkorn
Content Expert
Alisha Sawyer
Abstract
Read aloud texts play an essential role in shaping social-emotional learning skills, implementing routines, and bolstering early literacy skills in the early elementary classroom. Yet, despite the increasing racial and cultural diversity of the United States student population, children’s literature often lacks meaningful, intersectional representations of diversity. This capstone project pairs diverse children’s literature with the Toolbox social-emotional learning curriculum to explore the question, How can early elementary students' social-emotional skills develop through the intentional reading and conversation about children's literature featuring characters, authors, and themes of diverse and intersectional identities? The research concludes that the representational children’s literature can support the development of social-emotional skills like feeling identification, self-regulation, and stress management.
Project Type
Curriculum
Keywords
Curriculum, Early Childhood, Literacy, Social Justice
Recommended Citation
Rose, Taylor, "Supporting Social-Emotional Learning with Diversely Representative Children’s Literature: Toolbox Supplementary Read Aloud Lesson Plans" (2023). School of Education and Leadership Student Capstone Projects. 910.
https://digitalcommons.hamline.edu/hse_cp/910
dc_type
text
dc_publisher
DigitalCommons@Hamline
dc_format
application/pdf
dc_source
School of Education Student Capstone Projects