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Hemmeter, M.L., Ostrosky, M., Fox, L. (2006) Social and Emotional Foundations for Early Learning:
A Conceptual Model for Intervention, School Psychology Review ,35, 583-601.

Collaborative for Academic, Social, and Emotional Learning (2017). Ready to Lead: A National Principal Survey on How Social and Emotional Can Prepare Children and Transform Schools.
Retrieved from www.casel.org/wpcontent/uploads/2017/11/ReadyToLead_FINAL.pdf

United States Department of Education (n.d) Fostering Healthy Social and Emotional Development in Young Children:
Tips for Early Childhood Teachers and Caregivers. Retrieved from https://www2.ed.gov/about/inits/ed/earlylearning/talk-read-sing/feelings-teachers.pdf

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Self-regulating emotions is a crucial step in developing social and emotional skills. A study has shown that 10-15% of preschoolers will exhibit challenging behaviors. Intervening in the early childhood setting will prevent these behaviors from worsening in later years.

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There are an increasing number of children that are participating in early childhood education programs, while in these programs educators have the opportunity for early intervention.

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[Social and emotional] "competencies are considered critical to children's success as they transition into school (Hemmeter, Ostrosky, Fox, 2006)". By that logic, developing (and nurturing) these skills at the preschool level is critical

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There are numerous ways to implement and nurture social and emotional development in the classroom setting. I have a attached an audio recording of an in-depth look at these.

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As stated in the evidence to argument #1, implementing these skills is effective in changing academic outcomes and affecting day to day functions.

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Schools are becoming more and more aware of the evidence coming out in support of social and emotional learning, 25 states are currently partnered with CASEL (Collaborative for Academic, Social, & Emotional Learning) to place focus on social and emotional learning.

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When children have developed social and emotional skills (managing their emotions, understanding others emotions, self-regulation) they likely will be better prepared to perform more successfully in academic settings.

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A meta-analysis of 270,000 students showed that the students who were in social emotional learning programs had an 11 percent gain in academics as opposed to those students who did not participate.

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Harnessing these skills during the preschool years is more effective than trying to intervene at later stages in adolescence.

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The tools that can be used to help develop these skills in preschool children are simple but effective.

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Strong academic skills can not develop with out a healthy development of social and emotional skills first.

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I am researching the development of social and emotional skills in children. A healthy development of social and emotional skills should be prioritized just as much as academic development at preschool level.