Staff Development Assessment of Early Care and Education Professionals to
Promote Social Emotional Competence in Young Children
Purpose:
This survey is designed to learn from early childhood professionals about 1) how early learning
professionals rate their knowledge and classroom practices in promoting social-emotional
competence* in young children; 2) what skills and/or knowledge may equip early learning
professionals to better help children manage their emotions and behaviors; and 3) what resources
or sources of additional information may be helpful in developing professional capacity to work
with young children with special social-emotional needs.
* Note: The term social emotional competence refers to a child's skills that show his or her
developing capacity to form close and secure adult and peer relationships;
experience, regulate, and express emotions in socially and culturally appropriate
ways; and explore the environment and learn — all in the context of family,
community, and culture. (Adapted from the Center on Social Emotional
Foundations for Early Learning's definition of Social Emotional Development.)
Instructions:
To access the on-line survey, please visit http://www.regionakids.org/ and click on the link
labeled ‘Staff Development Assessment Survey.’ If you prefer to submit a hard copy, please
complete the attached form and mail (in the pre-addressed stamped enveloped) to Bruce Yelton
at Praxis Research (5200 Park Rd., Suite 125, Charlotte, NC 28209).
Please answer each question on the survey as openly and honestly as possible – your responses
are completely confidential and will not be shared. If you have any questions, especially as they
relate to understanding social-emotional development and challenges, please contact Gene
Perrotta, consultant to the Region A Partnership, at 828-506-0961.
Survey Respondent Information:
Name: ______________________________________________
Center/Program Name:______________________________
Phone: _____________________________________________
Email Address: ______________________________________
Title:
___ Director
___ Assistant Director
___ Lead Teacher
___ Assistant Teacher
___ Parent Coordinator
___ Social Worker
___ Other (specify:______________)
Please read each question and, using the 4-point scale provided below, indicate both your ability and
effectiveness in each action described to promote social-emotional competence in children. Also indicate if
you are interested in receiving more information about a particular action described.
1
Very Knowledgeable/
Very Effective
2
Knowledgeable/
Effective
To promote social-emotional competence
in children…
3
4
Would Like More Would Like Significantly More Training/
Training/
Ineffective
Not Very Effective
I rate my
knowledge…
I rate my
classroom
practice…
I would like
more
information
about this (Y/N)
1. I prevent circumstances from getting out of
control by redirecting children to more acceptable
activities.
□ Yes □ No
2. I use positive guidance, such as modeling,
encouraging expected behaviors, and setting clear
limits.
3. I give children numerous opportunities to
develop social skills, such as cooperating,
helping, negotiating, and communicating to solve
problems.
□ Yes □ No
4. I know what to do when a child has lost his/her
self control.
5. I work closely with families to ensure that we
collaborate in promoting social-emotional
competence.
6. I regularly and effectively provide families
with information about social-emotional
competence that helps them understand their
child’s development.
7. I make changes (as necessary/needed) in the
way my classroom is set up to promote socialemotional competence (e.g., settings to encourage
peer interaction, group problem solving, natural
consequences of behavior, etc.).
□ Yes □ No
□ Yes □ No
□ Yes □ No
□ Yes □ No
□ Yes □ No
8. What skills or knowledge do you think are particularly useful to manage the emotions
and behaviors of children? (please check all that apply)
□ Building relationships with children
□ Designing supportive environments
□ Using social emotional teaching strategies
□ Practicing effective individualized intervention
□ Developing a behavior support plan
□ Communicating with parents and other team members
□ Other (please specify: _____________________________________________)
□ Other (please specify: ______________________________________________)
9. From your experience interacting with children and their families, are there any ‘lessons
learned’ that may be useful to share with other early learning professionals?
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10. Have you accessed additional resources to learn more about promoting socialemotional competence in children? If so, please list and describe the resources below,
including how helpful they were to you.
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