SEL Interventions in Early Childhood

McClelland, Megan M.; Tominey, Shauna L.; Schmitt, Sara A.; Duncan, Robert J.

doi:10.1353/foc.2017.0002

Cited by 127 publications

(111 citation statements)

References 42 publications

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“…Most reviews examining the effectiveness of ECEC-based SEL intervention have focused on child outcomes, suggesting a small-to-moderate impact on children's social-emotional functioning [26][27][28]. A recent systematic review and meta-analysis by our research group of 79 controlled intervention studies (capturing 51 distinct SEL programs) found that children who participated in universal, curriculum-based SEL programs showed significant improvement in social competence, emotional competence, behavioural self-regulation, and early learning skills, and reduced behavioural and emotional challenges post-intervention compared to control group peers [29].…”

Section: Recent Research Reviewsmentioning

confidence: 99%

“…A recent systematic review and meta-analysis by our research group of 79 controlled intervention studies (capturing 51 distinct SEL programs) found that children who participated in universal, curriculum-based SEL programs showed significant improvement in social competence, emotional competence, behavioural self-regulation, and early learning skills, and reduced behavioural and emotional challenges post-intervention compared to control group peers [29]. However, researchers have noted the currently limited understanding of specific program components related to positive outcomes [26,29,30].…”

Section: Recent Research Reviewsmentioning

confidence: 99%

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Do Curriculum-Based Social and Emotional Learning Programs in Early Childhood Education and Care Strengthen Teacher Outcomes? A Systematic Literature Review

Blewitt

O’Connor

Morris

et al. 2020

IJERPH

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There is growing awareness of the benefits of curriculum-based social and emotional learning (SEL) programs in Early Childhood Education and Care settings for children’s social, emotional, and cognitive development. While many SEL programs aim to strengthen teachers’ capacity and capability to foster children’s social and emotional skills, research effort has focused on understanding the impact on child outcomes, with less emphasis on improvement in teaching quality. This systematic literature review examined the effectiveness of universal curriculum-based SEL programs on teacher outcomes. Fifteen studies met inclusion criteria, capturing ten distinct SEL interventions. The findings suggest SEL programs may strengthen teaching quality, particularly the provision of responsive and nurturing teacher-child interactions and effective classroom management. Data were insufficient to ascertain whether participation improved teachers’ knowledge, self-efficacy, or social-emotional wellbeing. The potential pathways between SEL intervention, teaching quality and children’s developmental outcomes are discussed.

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Section: Recent Research Reviewsmentioning

confidence: 99%

Section: Recent Research Reviewsmentioning

confidence: 99%

Do Curriculum-Based Social and Emotional Learning Programs in Early Childhood Education and Care Strengthen Teacher Outcomes? A Systematic Literature Review

Blewitt

O’Connor

Morris

et al. 2020

IJERPH

View full text Add to dashboard Cite

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“…A challenge for educational researchers is designing initiatives that are usable, sustainable and scalable [78]. While there has been growth in the availability of SEL programs for early years providers over recent decades [46,[57][58][59][79][80][81][82], there is a paucity of literature that provides detail and transparency regarding design processes. To our knowledge, this is the first SEL program to use the IM approach, incorporating literature reviews, qualitative research with ECEC professionals, behaviour change theory, and co-design with early years and primary school educators, ECEC leaders, mental health professionals, and developmental researchers.…”

Section: Discussionmentioning

confidence: 99%

Integrating Health and Educational Perspectives to Promote Preschoolers’ Social and Emotional Learning: Development of a Multi-Faceted Program Using an Intervention Mapping Approach

Blewitt

Morris

Jackson³

et al. 2020

IJERPH

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High-quality early childhood education and care (ECEC) can strengthen the social and emotional skills that are crucial for children’s ongoing development. With research highlighting an increasing prevalence of emotional and behavioural challenges in young children, there is emphasis on embedding teaching practices and pedagogies to support social and emotional skills within early learning programs. A growing body of research has examined the impact of social and emotional learning programs in ECEC; however, few studies describe the intervention development process, or how educators and other professionals were engaged to increase the relevance and feasibility of the program. The current paper describes the development of the Cheshire Social-Emotional Engagement and Development (SEED) Educational Program, an online learning tool to support early childhood educators to foster children’s positive mental health. Cheshire SEED was designed using five steps of the Intervention Mapping methodology: (i) comprehensive needs assessment to create a logic model of the problem; (ii) creation of program outcomes and change objectives mapped against determinants of educator behaviour; (iii) co-design of theory-based methods and practical strategies; (iv) program development; and (v) adoption and implementation planning. The process and decisions at each step of the IM protocol are presented, and the strengths and limitations of the approach to develop a mental health intervention for ECEC settings are discussed.

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“…However, similarly to therapeutic settings, existing prevention programs rely predominantly on in-person training. As a result, these interventions struggle with the challenges of cost, reach, and intervention fidelity [18][19][20][21][22] .…”

Section: Introductionmentioning

confidence: 99%

“…Other programs, such as the seminal Perry Pre-school program, were even more intensive, comprising a 2-year program of 2.5 hours of interactive academic instruction daily for children at school, coupled with 1.5-hour weekly home visits by trained staff 28 . Such approaches experience low enrolment rates and the lack of continued engagement with interventions beyond formally delivery classroom context is also a common limitation [18][19][20] . These difficulties in bridging the formal school and informal home contexts are crucial in Prevention Science: family interactions are a strong mediating factor for developing resilience and impact core socio-emotional competencies especially for younger children [29][30][31][32][33] ; moreover, lack of consistency of at-home and at-school support diminishes the effects of prevention programs 22,34 .New delivery mechanisms and intervention approaches are sorely needed to address these issues (cf., 8 ).…”

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confidence: 99%

Feasibility study of technology-enabled prevention intervention for children and families

Slovák¹

2019

Preprint

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Background: A common challenge within psychiatry and prevention science more broadly is the lack of effective, engaging, and scale-able mechanisms to deliver psycho-social interventions for children, especially beyond in-person therapeutic or school-based contexts. Although digital technology has the potential to address these issues, existing research on technologyenabled interventions for families remains limited. Objective: The aim of this pilot study was to examine the feasibility of in-situ deployments of a low-cost, bespoke prototype, which has been designed to support children's in-the-moment emotion regulation efforts. This prototype instantiates a novel intervention model that aims to address the existing limitations by delivering the intervention through an interactive object (a 'smart toy') sent home with the child, without any prior training necessary for either the child or their carer. This pilot study examined (i) the engagement and acceptability of the device in the homes during 1 week deployments; and (ii) qualitative indicators of emotion regulation effects, as reported by parents and children. Methods: In this qualitative study, ten families (altogether 11 children aged 6-10 years) were recruited from three underprivileged communities in the UK. The RA visited participants in their homes to give children the 'smart toy' and conduct a semi-structured interview with at least one parent from each family. Children were given the prototype, a discovery book, and a simple digital camera to keep at home for 7-8 days, after which we interviewed each child and their parent about their experience. Thematic analysis guided the identification and organisation of common themes and patterns across the dataset.In addition, the prototypes automatically logged every interaction with the toy throughout the week-long deployments. Results: Across all 10 families, parents and children reported that the 'smart toy' was incorporated into children's emotion regulation practices and engaged with naturally in moments children wanted to relax or calm down. Data suggests that children interacted with the toy throughout the duration of the deployment, found the experience enjoyable, and all requested to keep the toy longer. Child emotional connection to the toy-caring for its 'well-being'-appears to have driven this strong engagement. Parents reported satisfaction with and acceptability of the toy. Conclusions: This is the first known study investigation of the use of object-enabled intervention delivery to support emotion regulation in-situ. The strong engagement and qualitative indications of effects are promising -children were able to use the prototype without any training and incorporated it into their self-regulation practice during daily challenges. Future work is needed to extend this indicative data with efficacy studies examining the psychological efficacy of the proposed intervention. More broadly, our findings suggest the potential of technology-enabled shift in how prevention interventions are designed and del...

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SEL Interventions in Early Childhood

Cited by 127 publications

References 42 publications

Do Curriculum-Based Social and Emotional Learning Programs in Early Childhood Education and Care Strengthen Teacher Outcomes? A Systematic Literature Review

Do Curriculum-Based Social and Emotional Learning Programs in Early Childhood Education and Care Strengthen Teacher Outcomes? A Systematic Literature Review

Integrating Health and Educational Perspectives to Promote Preschoolers’ Social and Emotional Learning: Development of a Multi-Faceted Program Using an Intervention Mapping Approach

Feasibility study of technology-enabled prevention intervention for children and families

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