Date of Award
Spring 4-7-2025
Document Type
Thesis
First Advisor
Dr. Michelle Falter
Second Advisor
Dr. Erinn Brooks
Third Advisor
Dr. Danielle Geerling
Abstract
This study examined social-emotional learning (SEL) to address children's developmental gaps following the COVID-19 pandemic. Using the theoretical frameworks of John Dewey, Maria Montessori, Jean Piaget, Erik Erikson, and Albert Bandura, I analyzed how implementing SEL across the curriculum will help alleviate cognitive, social, and emotional deficits that emerged during the pandemic. My approach integrated Dewey's experiential learning philosophy, Montessori's emphasis on play-based exploration, Piaget's cognitive theory, Erikson's psychosocial stages, and Bandura's social learning theory to design an understanding of how children can rebuild essential skills. The research revealed particularly significant improvements in students' ability to regulate emotions, engage in collaborative learning, and demonstrate resilience when facing academic challenges. It contributed to the growing evidence supporting SEL as a supplementary part of education and an essential component of educational recovery and long-term developmental support in a post-pandemic world.
Recommended Citation
Wedan, Courtney, "Bridging Developmental Gaps in Childhood: Leveraging Social-Emotional Learning as a Solution in a Post-Pandemic World" (2025). Master of Theological Studies Theses (campus only). 34.
https://digitalcommons.snc.edu/mtstheses/34
