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Promoting Young Children's Social Competence through the Preschool PATHS Curriculum and MyTeachingPartner
Bridget K Hamre1, Robert C Pianta1, Andrew J Mashburn2
1Curry School of Education, University of Virginia, Charlottesville, Virginia.
Implementing the Preschool Promoting Alternative Thinking Strategies (PATHS) curriculum improved children's social competence. Increased use of the MyTeachingPartner professional development website further enhanced these positive social-emotional learning gains.
Area of Science:
- Child Development
- Educational Psychology
- Technology in Education
Background:
- Social-emotional learning (SEL) is crucial for children's development.
- Effective professional development for teachers is key to implementing SEL curricula.
- Technology-based support offers a scalable approach to teacher training.
Purpose of the Study:
- To evaluate the impact of the Preschool Promoting Alternative Thinking Strategies (PATHS) curriculum on children's social competence.
- To examine the role of MyTeachingPartner, a web-based professional development tool, in supporting PATHS implementation.
- To assess the relationship between teacher engagement with professional development and child outcomes.
Main Methods:
- Quasi-experimental design involving 980 children and 233 teachers.
- Assessed children's social competence via teacher reports.
- Measured teacher exposure to the PATHS curriculum and MyTeachingPartner usage.
Main Results:
- Children in classrooms using the PATHS curriculum showed increased social competence.
- No significant association was found between PATHS and reduced social problems.
- Higher engagement with MyTeachingPartner correlated with greater improvements in children's social competence.
Conclusions:
- The PATHS curriculum effectively enhances children's social competence.
- Technology-enhanced professional development, like MyTeachingPartner, can amplify the benefits of SEL programs.
- Integrating technology into teacher training is vital for accessible and high-quality SEL support.
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