Capstone Project Title
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.
Curriculum, Early Childhood, Literacy, Social Justice
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.
School of Education Student Capstone Projects