Date of Award
Action Research Project
Master of Arts in Education
Education, Curriculum and Instruction
This action research study was conducted in a two or three-day-a-week preschool class within a suburban area in the Midwest. This study collected observable student behavior over four weeks. The study aimed to decrease anxiety and undesirable behaviors among preschool-aged students within a classroom setting. Undesirable behaviors include prolonged anxiety when transitioning from the first learning environment, home, to the second, school. In addition, behaviors such as trouble following routine expectations and transitioning within a preschool classroom. The student participants in this research were given Social Stories to help ease anxiety within the preschool classroom during routines and separation from home to school. Data was collected on observable undesirable behaviors during classroom transitions and the circle time routine through pre-observations and post-observations and a parental survey. All student participants in this study showed a decrease in undesirable behaviors. The research from this study allows for further use of social stories within an early childhood classroom setting and new research on how social stories can benefit other student populations.
Whiting, Kate. (2023). The Influence of Social Stories on Early Learners. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/maed/508