Social-emotional development and approaches to learning skill development through the lens of school readiness policy and practice in Arizona: a case study

This small case study reviewed research literature and Arizona standards and assessments utilized in the early learning continuum, with a focus on holistic development, specifically in the areas of social-emotional development and approaches to learning skill development. This conversation has become especially prevalent in the state of Arizona in light of initiatives around school readiness, and policy changes reflected within the state. Much has yet to be determined concerning how the systems approach works in Arizona local education agencies, specifically the depth, consistency, and approach in which nonacademic areas of social-emotional development and approaches to learning skills are addressed in the Arizona standards, local practices and classrooms, and preschool and kindergarten assessments. The study included a content analysis, conducted as a word count, of standards and assessments, as well as a small case study of including high academic achieving district (including semi-structured interviews and classroom observations). Through the data analysis, it was affirmed a culture of learning, reflecting social-emotional development and approaches to learning skill development was created within this Local Education Agency. Three categories (environment, individual, and decision making) emerged as a way to describe this culture through a theoretical perspective of sociocultural theory. The study offers an opportunity for discussion of social-emotional development and approaches to learning skill development, connecting to a high academically achieving district, and makes recommendations for policy, practice and further research.