Merrell’s Strong Start—Grades K–2

A Social & Emotional Learning Curriculum

Second Edition

by Sara A. Whitcomb, Ph.D. University of Massachusetts Amherst and Danielle M. Parisi Damico, Ph.D. Amplify Education, Inc. Brooklyn, New York

About the Authors

Sara A. Whitcomb, Ph.D.

Associate Professor, School Psychology, Department of Student Development, University of Massachusetts, Amherst

Dr. Whitcomb is Associate Professor in the School Psychology program in the Department of Student Development at the University of Massachusetts in Amherst. She teaches courses pertaining to developmental psychopathology, psychology in the classroom, behavioral assessment, and school-based consultation. Dr. Whitcomb works with several school districts on their implementation of schoolwide positive behavior interventions and support, and her current research efforts include investigation of quality implementation features and consultation related to school-based behavioral and social-emotional learning efforts.

Danielle M. Parisi Damico, Ph.D.

Research Scientist, Amplify Education, Inc.

Dr. Parisi Damico is Research Scientist with Amplify, an educational technology company. She is a school psychologist whose work emphasizes prevention and early intervention for improving academic and social outcomes for students. She conducts research and provides professional development in the areas of response to intervention/multi-tiered systems of support, evidence-based instructional practices, and data-based decision making.

Chapter 1

About Strong Start

Strong Kids™: A Social and Emotional Learning Curriculum consists of five brief and practical social and emotional learning (SEL) programs that have been designed for the purpose of promoting the SEL of children in prekinder- garten through 12th grade. Strong Start—Grades K–2, the second volume in the Strong Kids curriculum, is for children in kindergarten through second grade. Strong Start is designed to be both a prevention and an early interven- tion (EI) program, and it has a wide range of applications with high-functioning and typically developing children or children who have learning or behavioral challenges.

PROMOTING CHILDREN’S MENTAL HEALTH

The primary mission of schools traditionally has been viewed as promoting the development of academic skills, but there is no question that most educa- tors, parents, and the general public support and expect a broader mission for schools.

High-quality education should teach young people to interact in socially skilled and respectful ways; to practice positive, safe, and healthy behaviors; to contribute ethically and responsibly to their peer group, family, school, and community; and to possess basic competencies, work habits, and values as a foundation for meaningful employment and citizenship.

SOCIAL AND EMOTIONAL LEARNING

Another reason for optimism regarding our ability to positively affect the social and emotional health and resilience of children is the evidence in the area of SEL (Zins, Bloodworth, Weissberg, & Walberg, 2004). SEL has been defined as systematic, cohesive, and effective instructional programming designed to teach social and emotional skills to children and adolescents, to prevent mental health problems, and to provide effective EI for those problems that are beginning to emerge (Greenberg et al., 2003).

SOCIAL AND EMOTIONAL NEEDS OF KINDERGARTEN AND PRIMARY GRADE CHILDREN

For kindergar- ten and primary grade children, there are some unique cognitive, social, and emotional developmental needs that must be considered. Cognitively, almost all children in this age range are concrete thinkers, meaning that they have not yet developed the ability to think abstractly or symbolically. They usually have difficulty with tasks that require a great deal of interpersonal insight or self- reflection.

In summary, any SEL program designed for use with kindergarten and primary grade children must take into account the unique developmental needs of this age group if it is to be effective. The developmental needs that must be considered include the cognitive, social, and emotional aspects of child development, ensuring the curriculum is engaging and accessible for young learners.