type of language used to discuss children’ s social, emotional, and behavioral strengths and needs. Professional development can be high- or low-tech( Dieker et al. 2014; Kilgour et al. 2015). High-tech options include computer-simulated environments with live avatars; low-tech practices include structured role-playing. and respectfully, which leads to productive conversations about effective strategies for preventing or redirecting challenging behavior.
Threading SEL Throughout the Curriculum
Research shows that technology-enhanced simulated experiences can be an effective tool for teachers to practice and refine their skills( Wang & Li 2024). For example, during avatar simulations, teachers can practice their skills, receive feedback and coaching, and reflect on their practice( Dotger 2015; Dieker et al. 2023). Simulated experiences help nurture educators’ agency and their confidence and beliefs in their abilities to be effective at their jobs( Song et al. 2025).
Our program’ s funding allowed us to offer high-tech professional development. Simulated scenarios were developed based on the real-life experiences teachers had in addressing behavioral, social, and emotional topics with families. Educators engaged in two-way communication, with an avatar acting as a parent or other caregiver. After the simulation, faculty coaches offered feedback about the language educators used: Was it sensitive, strengths-based, and actionable? This is important because language can influence families’ perceptions of how educators address concerns and can impact future interactions( Pennington et al. 2024).
For an example of how this type of professional development can improve communication between educators and families, consider the“ Family-Educator Conference” scenario outlined on page 48. This activity took place via a simulation, but it could also be used in a role-playing exercise.
Professional development such as this enhances educator agency through structured practice, immediate feedback, and opportunities for reflection and self-correction. It also empowers families to share their observations and experiences. As noted in the second scenario, teachers and families describe behaviors objectively
Children need practice to develop their social and emotional skills and behaviors. This requires educators to use their agency to intentionally plan learning experiences that are built around social and emotional goals as well as content areas( NASEM 2024). Besides planning both teacher- and child-directed activities, educators must also be prepared to guide spontaneous situations( Giordano 2025).
Interactive read alouds promote young children’ s language and literacy development( Baker & Santoro 2023) while cultivating a learning community that builds meaning together( Vlach et al. 2023). By purposefully choosing texts that represent social and emotional ideas and skills, educators can guide children’ s self-awareness, self-management, and responsible decision-making skills as a group or individually( Doyle & Bramwell 2006; Deliman et al. 2024). Books also“ enhance and deepen students’ comprehension, vocabulary, and understanding while offering space for different perspectives”( Leung et al. 2018, 23 – 24).
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