1. ACTION RESEARCH PROPOSAL PRESENTATION USING PUPPETS AS “PROPS” TO TEACH CHILDREN SOCIAL/EMOTIONAL SKILLS DAWN EYANSON EDU:671 FUNDAMENTALS OF EDUCATIONAL RESEARCH KATHY HOOVER MARCH 31, 2016

2. COMPONENTS OF ACTION RESEARCH PLAN Area of Focus Statement Related Literature Variables Population of the Study Research Questions Intervention Membership Timeline Data Collection Tools

3. RELATED LITERATURE Bender, L. (1952). Puppet shows as a psychotherapeutic method. In, Child psychiatric techniques: Diagnostic and therapeutic approach to normal and abnormal development through patterned, expressive, and group behavior (pp. 238-257). Springfield, IL, US: Charles C Thomas Publisher. doi:10.1037/14530-015 Carper, K. (2006). Puppets help teach empathy, respect. Spokesman-Review, The (Spokane, WA), Committee for Children, S. W. (1991). Second Step: A Violence-Prevention Curriculum. Preschool-Kindergarten (Ages 4-6). Teacher's Guide Florida Learning Resources System/CROWN, J. (1975). Activities for Emotional Development Guterman, J. T., & Martin, C. V. (2016). Using puppets with aggressive children to externalize the problem in narrative therapy. In A. A. Drewes, C. E. Schaefer, A. A. Drewes, C. E. Schaefer (Eds.), Play therapy in middle childhood (pp. 135-151). Washington, DC, US: American Psychological Association. doi:10.1037/14776-008Ray, D. C., & Bratton, S. C. (2016). Child-centered play therapy for school prevention. In L. A. Reddy, T. M. Files-Hall, C. E. Schaefer, L. A. Reddy, T. M. Files-Hall, C. E. Schaefer (Eds.), Empirically based play interventions for children (2nd ed.) (pp. 55-73). Washington, DC, US: American Psychological Association. doi:10.1037/14730-004

4. AREA OF FOCUS The purpose of this study is to use puppets as “props” to explore social and emotional development.

5. VARIABLES Empathy for others feelings. Learn there are positive ways to express their feelings. Learn ways to handle their feelings when they are angry. Learn strategies to deal with social situations. Building positive friendships and learning to work together.

6. POPULATION OF THE STUDY Children aged 4 and 5 Head Start Classroom African American Four boys and two girls From low-income families

7. RESEARCH QUESTIONS What strategies can be implemented into the classroom that promotes positive social and emotional skills? How can I implement strategies to improve social and emotional development? How can using puppets as props motivate students in the classroom?

8. INTERVENTION/INNOVATION  Promote social and emotional development through puppets.  Provide children with lessons that guide them in solving social problems within the classroom.  Promote empathy for others feelings.  Learn there are positive ways to express their feelings.  Learn ways to handle their feelings when they are angry.  Learn strategies to deal with social situations.  Building positive friendships and learning to work together. The intervention is planned to help the six students build on their social and emotional development. By incorporating puppets, children will see first hand different social and emotional situations and learn the best ways to handle the situation. Puppets are a fun and creative way for students to get motivated in learning. The start of the intervention begins with daily observations of the six students and writing down the areas needing extra support that relates to their social and emotional development. During a three week study the children while in circle time will be guided on social and emotional lessons involving the classroom puppets to learn positive ways of handling different social issues. These will happen three times a week. On two days a week the six children will be broken down into smaller groups and have a chance to play with the puppets. During this play therapy the children will get a chance to demonstrate the strategies learned from the big group discussions and apply it to the role playing of the puppets.

9. MEMBERSHIP The members of the group will consist of the six students, my teacher assistant and myself.

10. TIMELINE Phase 1: During the course of the school year I have collected observations on each of my students. This is requirement of my job and each observations is documented through our teaching site called “Teaching Strategies”. These observations are the start of my action research plan. By using this type of information I can determine the areas of social and emotional development my six participants are needing extra support in. Phase 2: During this phase I will get the required consist forms signed and dated by my center manager, the six parents, and my teacher assistant. Phase 3: Entering into this phase parents are given a survey on development in the areas of social and emotional. They are to check off on experiences their child has at home. After this the action research plan will take place during a three week period where children will participate three times a week in the circle time setting learning a different area of social and emotional development through the use of puppets. Two days out of the week the six students will be grouped in smaller units to have a role playing experience with the puppets to demonstrate skills learned from circle time. I will document how well the children participated in the study on a development checklist developed by me. Phase 4: Parents are given a survey to tell about the social and emotional experiences their child demonstrates now after the three week study is over. In this phase I will collect all my information on the six participants and write down the areas of improvement and the areas needing more support. Information will be documented within the action research plan.

11. DATA COLLECTION Observations Literature Review Resources Developmental checklist Parent survey