Projects evaluation method

4.1 Outcome evaluation

4.1.1 Children’s social emotional development

Scholars use a variety of approaches to assess children's social-emotional development. I believe that there are several good ways of assessing children's social-emotional development that could be chosen for this project.

First, the Greenspan Social-Emotional Growth Chart. The Greenspan Social-Emotional Growth Chart is used to evaluate a child's emotional and social growth, as well as their ability to process sensory information that affects their emotional reactions (Ssemata et al., 2020).

Second, the Profile of Social and Emotional Development. The Profile of Social and Emotional Development was employed to evaluate the socioemotional growth of the child (Pyykkö et al., 2020).

Third, the Ages and Stages Questionnaire: Social-Emotional. The Ages and Stages Questionnaire: Social-Emotional was employed to assess the social-emotional development of children (Wang et al., 2022).

Fourth, the Brief Infant-Toddler Social Emotional Assessment (BITSEA). The Brief Infant-Toddler Social Emotional Assessment (BITSEA) was administered to the child at 2 years old in order to evaluate their problem-solving and social-emotional competencies (Lindblom et al., 2022).

In short, any of these four modalities can be used to assess the level of socio-emotional development of the young children in the programme through pre-tests and post-tests.

4.1.2 The quality of teachers - children interaction

Professional development programs that foster high quality teacher-child interactions are essential for promoting the social-emotional and intellectual growth of young children (Bayly et al., 2022). Assessing the quality of teacher-child interactions can be done in the following ways.

First, he amount of trust and positive affect. To evaluate the quality of the interactions between teachers and children, we observed the amount of trust and positive affect displayed in their dyadic interactions (Bosmans et al., 2019).

Second, the Student-Teacher Relationship Scale. The quality of the relationship between child and teacher was measured by the Student-Teacher Relationship Scale, as assessed by the student's teachers (Susa-Erdogan et al., 2022).

Third, the multi level evaluation. Principals' views of teachers, teachers' outlooks and utilization of peer intervention programs, teachers' assessments of children's social abilities and personal issues, children's perspectives of peer relations, school life, and their own capability, sociometric measures, and children's classroom interactions are all taken into consideration when evaluating (Susa-Erdogan et al., 2022).

To summarise, the assessment of the quality of teacher-child interactions is bi-subjective and must therefore take into account both the teacher and the child.

4.1.3 The evaluation the leadership of school managers and headmaster

Optimal use of time can be achieved when school leadership provides efficient oversight, evaluates teachers and evaluates the effectiveness of teaching strategies (Inegbedion et al., 2020). Evaluating leadership is a multifaceted process that can be approached from various angles.

First, leadership in a distributed context is seen as a combination of interactions between school administrators, students, teachers and the existing environment (Inegbedion et al., 2020).

Second, there is an urgent need for concise and practical tools to measure implementation leadership in educational institutions (Lyon et al., 2022).

Third, low life satisfaction can be a warning sign of deteriorating health, which poses a challenge to administrators in terms of their career prospects and individual growth (Okorie et al., 2022).

In conclusion, school leadership is a widely accepted measure of school quality. This role is demanding, as it requires strategic planning, fostering a positive school culture, developing relationships, managing administrative tasks, making difficult decisions, and often mediating between different stakeholders (Ahmmed et al., 2022). A thorough appraisal of a leader necessitates an examination of their attributes and capabilities from multiple perspectives.

4.1.4 The evaluation of school atmosphere

Establishing a school climate that encourages happiness will generate enthusiasm among the children to attend school (Chen, 2021). The school's leadership team was responsible for fostering an atmosphere of trust and solidarity among the student body (Zhu et al., 2022). Consideration should be accorded to the psychological atmosphere of the school and the fostering of a nurturing school environment (Yu et al., 2022).

The school climate can be measured by administering questionnaires to students and teachers as well as school leaders. The school atmosphere was assessed by three factors: the atmosphere in the classroom, the level of discipline, and the amount of cybersecurity instruction (Zhou & Li, 2021).