ABSTRACT
The study examines the social-emotional scores of Early Head Start students before and during the COVID-19 pandemic. Responses related to social-emotional scores were coded for positivity/negativity, with the associated themes of below expectations, meeting expectations and exceeding expectations. In the study, the dependent variables were the social-emotional scores as measured by GOLD. The independent variable was the method of program delivery, classroom-based instruction, and home-based instruction that was facilitated by Early Head Start Staff and led by caregivers in the home. Results indicate that there was a significant difference in the social-emotional scores before COVID-19 and during COVID-19. This study, with the associated limitations and recommendations, provides an opportunity for further research on the social-emotional development of young children during a pandemic and/or world event and changing the method of learning from a classroom-based model to a caregiver-led learning environment. Several themes emerged through the quantitative study, such as increased family engagement opportunities, staff professional development and updated data entry and or developmental screening tools to include descriptive objectives. Relevant topics for staff professional development include child development and milestones, post-traumatic studies, individual and group resiliency, coaching, and model variation or flexibility. Additional teacher recommendations include trusting caregivers more and emphasizing the Head Start practice that parents, guardians or caregivers are the children's first teachers. (PsycInfo Database Record (c) 2022 APA, all rights reserved)