Preschool Morning Meeting
through Responsive Classroom: An
Improvement in Social Skills
Craig Borey
Jill Kenyon
The Project
• To investigate whether implementation of Morning
Meeting, a component of Responsive Classroom has an
effect on preschool student’s proficiency in social and
emotional skills
• Preschool students chosen for this project were part of a
mixed ages classroom. The students that were age 3
before September 1st of the 2011-2012 school year were
the group analyzed for this project
Hypothesis
• Preschool students exposed to Morning Meeting
will improve their social and emotional skill
proficiency at school.
Data Collection
• The five areas of Social/Emotional Development
that the students were measured in included:
1. Follows classroom rules, routines and transitions
2. Interacts appropriately with peers in a small and
large group
3. Uses words to express emotions/ideas
4. Maintains classroom (picks up toys, belongings
and snack).
5. Demonstrates ability to initiate a task and stay
engaged in an experience.
Data Collection
• Baseline data is the classroom teacher’s scoring
of the social/emotional skills, of individual
students on their progress report forms. The
student’s social/emotional skills scoring was
based on a number assigned (1= not yet
proficient, 2= in progress, and 3= proficient)
Findings
Score
Follows Classroom Rules, Routines and
Transitions
3
2.5
2
1.5
1
0.5
0
Baseline
After Intervention
Students
Findings
Interacts appropriately with peers in small
and large group (taking turns, sharing,
cooperating)
Baseline
3 3
2 2
2 2
After Intervention
3
2
2 2
2 2
2 2
Findings
Uses Words to Express Ideas and Emotions
Score
3
2
1
Baseline
After Intervention
0
Students
Findings
Score
Maintains Classroom Environment
3
2.5
2
1.5
1
0.5
0
Baseline
After Intervention
Students
Findings
Score
Demonstrates ability to initiate and stay
engaged in a task
3
2.5
2
1.5
1
0.5
0
Baseline
After Intervention
Students
Findings
student
% proficient baseline
% proficient w/ intervention
% Difference
Hailey
73.00%
80.00%
7.00%
Katie
73.00%
80.00%
7.00%
Kevin
73.00%
80.00%
7.00%
Brooklyn
80.00%
100.00%
20.00%
Autavion
80.00%
80.00%
0.00%
Leighton
67.00%
67.00%
0.00%
Kayleigh
67.00%
67.00%
0.00%
Conclusions
• No students showed any regression of
social/emotional skills due to the
implementation of Morning Meeting
• Four of the seven students showed progress in
one or all five areas measured
• There did not appear to be a dominant area of
significant change
• One student went from 80% proficiency to 100%
proficiency
Next steps
• Continue implementation with the current group
of children for longevity for more valid results
• We would like to expand the action research to
involve a larger student sample size
• Share positive results of implementation
• School-Wide Implementation
• District-Wide Implementation