Sample A: Cover Page of Thesis, Project, or Dissertation Proposal

effectively manage the emotional experience (i.e., emotion regulation) and the emotion-
eliciting situation through dialogue, thus modeling the understanding and regulation of
emotions directly for children involved in the dialogue as well as indirectly for children
attending to the interaction, thus reinforcing social-emotional program goals. Children‘s
understanding of emotions and emotional expressions, in turn, facilitated social
competence (Denham, 1998). Both of these components of both social-emotional
programs specifically highlight the developmental processes driving their successes
because they included direct and individualized teaching for children, two characteristics
of successful intervention programming (Denham & Burton, 2003).
In sum, teachers‘ fostering social-emotional competence within the preschool
classroom context is important for children‘s social functioning and concurrent and long-
term academic success. Preschool teacher training should emphasize the socialization of
children‘s emotions (Ahn & Stifter, 2006; Denham & Burton, 2003), and specifically
teacher‘s coaching preschoolers‘ emotions (Denham, 2005), particularly for socio-
economically disadvantaged preschoolers facing heightened risks for poor social-
emotional functioning (McLoyd, 1998). Social-emotional intervention research should
incorporate such training into preschool intervention programs. Such programs not only
teaching emotion knowledge, but also teaching children how to use emotion knowledge
in social interactions, can enhance children‘s social competence and school adjustment
during the elementary school years (Miller et al., 2005).
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