“We must set children up to do well in the classroom and beyond,” a new Strategies for Children policy brief explains, adding that it is crucial, “to invest in early education and care programs that will promote social-emotional skill development…”
Written by Sophie Barnes, who is enrolled in the Child Advocacy strand of the Human Development and Psychology program at the Harvard Graduate School of Education, the brief adds: “Research shows that high-quality early education and care has many benefits. Chief among these is the impact on young children’s social-emotional development, which may be as important or more so than traditional pre-academic skill development (e.g., number and letter recognition).”
This research comes at a critical time for state policy. On April 14, 2015, the Board of the Department of Early Education and Care (EEC) voted and approved the Preschool and Kindergarten Standards for Social and Emotional Learning. EEC previously engaged in a process of public feedback and revisions. Next steps include review by the Legislature’s Joint Committee on Education, Senate and House Ways and Means, for at least sixty (60) days prior to anticipated implementation.