These research-based practice and policy recommendations are developed in collaboration with our community partners and with input from practitioners, policy analysts, and philanthropic organizations.
Effortful control, a core of self-regulation, has been shown to predict academic, social, and emotional success in both typical and at-risk children. In fact, it is a more robust predictor of early academic and social success than early verbal skills, and predicts school and adult success above the effects of family socioeconomic status and IQ. For at-risk children, having strong effortful control serves as a protective factor, reducing the adverse impact of risk factors such as dangerous neighborhoods, family conflict, or negative parenting.
When the primary attachment relationship is secure, children are more likely to have a range of positive outcomes, including empathy, curiosity, adaptive emotional regulation, social competence, on-time developmental milestones, and resilience to challenging situations, all of which influence and are reflected in the structure of the developing brain. When primary relationships are disturbed or disrupted, secondary attachment relationships with alternate caregivers can be therapeutic, protecting the young child from the adverse consequences of neglect, rejection, or insensitivity on the part of the primary caregiver.
After more than 30 years of research on social emotional learning (SEL) in classrooms, scientists and practitioners, recognizing that social emotional learning is foundational to all learning, have agreed on the core skills of social emotional learning. Cutting edge research on SEL is discovering ways schools can improve implementation of evidence-based SEL programs to enhance not only SEL skills, but also students' academic outcomes.
The federal government and some states, including Washington, are moving toward greater integration of SEL into educational and service systems. There is a need for practitioners, administrators, and policy makers to have a state-of-the-art understanding of Social Emotional Learning skills that can be translated into practice and policy across a variety of settings spanning early childhood through adolescence.
“When children are exposed to specific reading skills they can learn to read more successfully. If literate adults and librarians know what these specific skills are they can integrate them into to almost any kind of storytime – structured or casual.” – Dr. Eliza T. Dresang
To see the VIEWS2 tools and receive more information as well as additional early literacy tips, please visit the Project VIEWS2 website at: http://views2.ischool.uw.edu