Program
Education Doctorate
Number of Pages
132
Year Approved
2024
First Advisor
Krista Soria
Second Reader
Mary Lindell, Jennifer Hill
Abstract
This quantitative cross-sectional study examines teachers’ perceptions of children’s socio-emotional development in Reggio Emilia and Alberta Flight framework-driven Early Childhood Education and Care (ECEC) centers. Two research questions guide the investigation: Are there significant differences in teachers’ perceptions of socio-emotional development between children attending Reggio Emilia and Alberta Flight centers? Is there a significant difference in teachers’ perceptions of the socioeconomic status of children in these centers? The study gathered teachers’ perceptions of children’s socio-emotional development and explored differences between curricular frameworks. Responses were received from 47 Alberta Flight schools and 26 Reggio Emilia schools. Data analysis, including t-tests and principal component analysis, revealed two factors. Results indicate no significant differences in teachers’ perceptions of children’s socio-emotional development between curricular frameworks, including Prosocial Competence and Attention Competence. Additionally, no significant differences in socioeconomic factors among children were found. These findings suggest that while curricular frameworks vary in philosophy and approach, there is no statistically significant difference in children’s socio-emotional development, as perceived by teachers. The study has implications for theory and practice in early childhood education, challenging existing theories, and highlighting the importance of evidence-based practices. Practitioners should prioritize strategies that foster positive social interactions and emotional regulation, while policymakers should consider equity and access in policy design. Future research should explore longitudinal effects and qualitative insights into teachers’ perceptions and practices.
Degree Name
Education Doctorate
Document Type
Doctoral dissertation
Recommended Citation
Adewusi, E. A. (2024). A Quantitative Examination of Teachers’ Perception of Children’s Socio-Emotional Development in Reggio Emilia and Alberta Flight Framework-Driven Early Childhood Education and Care Centers [Doctoral dissertation, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/1075