This dissertation research study examined the use of a social-emotional learning curriculum framework (SELCF) to respond to opportunities for growth in social-emotional learning (SEL) skills among students in the early childhood classroom. The five skills addressed within this study include empathy, emotional intelligence, social problem-solving, communication, and self-advocacy among kindergarten students following the COVID-19 global pandemic. This study employed an action research mixed-methods concurrent triangulation framework where data were collected through semi-structured interviews and the collection of participant-produced illustration artifacts to create a comprehensive and holistic data set. Pre-interview data shows that the participant group had minimal background knowledge of the five social skills examined during the study. Post-interview data shows that participants made significant growth in all five skills taught within the SELCF. The quantitative and qualitative data is triangulated to reinforce the findings of this mixed-methods action research project. Through thoughtful and intentional instruction delivered to kindergarten students through the SELCF, all students showed statistically significant growth in all five skills assessed. Data triangulation provided further insight into participants’ critical thinking and cognition to show a deeper understanding of the social-emotional learning skills addressed in the SELCF. By providing young children with effective instruction and opportunities to practice their social-emotional skills, educators pave the way for children to be successful and capable members of society.