Promote Positive Behaviors in Preschoolers by Implementing an Innovative Educational Program for the Training and Development of Social and Emotional Skills (DeCo-S.E.)

The purpose of our research is to determine emotional and behavioural modelling in an emotionally safe environment in a group of kindergarten preschoolers, following the application of an innovative curriculum project, designed and implemented for the first time, Educational Program for the training and development of social and emotional skills (DeCo-S.E.). Eighteen teachers, involved in the research, were divided into two samples: the experimental group (EG) consisting of 10 preschool teachers who were trained to take up the DeCo-S.E. program, and the control group (GC) including eight preschool teachers who applied the classic educational strategies. The DeCo-S.E. program is aimed at developing social and emotional skills (emotion identification, frustration tolerance), reducing behavior problems, and solving problems with peers as part of the training process. The study also included 142 children in their last year at kindergarten, aged X ± SD 5.87 ± 2.87 years old, divided into two groups: the EG consisting of 74 children to whom the experimental program was implemented and the GC comprising 72 children who did not take part in the training program. In the present study, we applied only the Preschool and Kindergarten Behavior Scales for Teachers (PKBS-2) questionnaire to children in the pre- and post-experimental phases. The results were processed with the statistical software SPSS 22. The analysis of the scores of the questionnaire applied to the children highlighted a significant improvement in EG on both scales. The study reveals the effectiveness of the Development of social and emotional skills programs in preschool children has proven its effectiveness by reducing undesirable/maladaptive behaviours and positively developing socio-emotional skills in preschool children.

Can We Manage Behavioral Problems through the Development of Children's Social-Emotional Regulated Behavior? Longitudinal Study of a Preschool Program

Behavioral problems are early indicators of antisocial behavior and should be targeted from a preventive perspective from early childhood. The purpose of the study was to analyze the effectiveness of the AC1 preschool program that develops social-emotional skills that facilitate the adjustment and regulation of the person. A total of 102 children aged 3–4 years old participated in the research, 52 belonging to the experimental group and 49 to the control group. Program-trained skills (ROAC-3), social skills (PKBS-2), and externalizing problems (CBCL C-TRF) were assessed in the pre- and post-intervention phase. Data analysis was carried out using a generalized linear mixed model analysis (GLMM). The results show that the children in the experimental group scored higher on the variables trained by the program and on social skills than those in the control group. They also obtained lower scores in the observed externalizing problems. The effect of the program was high in the emotion identification and expression, communication skills, prosocial behaviors (sharing and helping), problem-solving, and social interaction. Social-emotional learning in early childhood is essential for the prevention of behavioral problems to facilitate the development of adjusted and regulated behavior. Thus, preschool programs could play a key role.

The behavioral effects of cooperative and competitive board games in preschoolers

Traditional board games are a common social activity for many children, but little is known about the behavioral effects of this type of game. The current study aims to explore the behavioral effects of cooperative and competitive board games in four‐to‐six‐year‐old children (N = 65). Repeatedly during 6 weeks, children in groups of four played either cooperative or competitive board games in a between‐subject design, and shortly after each game conducted a task in which children’s cooperative, prosocial, competitive, and antisocial behavior were observed. The type of board game did not have an effect on cooperative, prosocial or antisocial behavior. Cooperative and competitive board games elicited equal amounts of cooperative and prosocial behavior, which suggest that board games, regardless of type, could have positive effects on preschoolers’ social behavior. Our results suggest that children may compete more after playing competitive board games; but the measure of competitive behavior in particular was unreliable. Preschoolers enjoyed playing cooperative board games more than competitive board games, which may be one reason to prefer their use.

Social and Emotional Learning Associated With Universal Curriculum-Based Interventions in Early Childhood Education and Care Centers: A Systematic Review and Meta-analysis

Importance

Social-emotional competence in early childhood influences long-term mental health and well-being. Interest in the potential to improve child health and educational outcomes through social and emotional learning (SEL) programs in early childhood education and care (ECEC) settings is increasing.

Objective

To conduct a systematic review and meta-analysis of studies examining the social, emotional, and early learning outcomes associated with universal curriculum-based SEL programs delivered to children aged 2 to 6 years in center-based ECEC settings.

Data Sources

Keyword searches of Education Resources Information Center (ERIC), MEDLINE Complete, PsycINFO, and Proquest Dissertations and Theses Global databases were conducted to identify all relevant studies published from January 1, 1995, through December 31, 2017.

Study Selection

Studies included in this review examined universal curriculum-based SEL intervention delivered to children aged 2 to 6 years in a center-based ECEC setting. All assessed individual-level social and/or emotional skill after the SEL intervention and used an experimental or quasi-experimental design (ie, studies that did not or were not able to randomly allocate participants to intervention and control groups) with a control group.

Data Extraction and Synthesis

A total of 13 035 records were screened, of which 362 were identified for full-text review. A systematic literature review was conducted on 79 studies. Multilevel random-effects meta-analyses were conducted on 63 eligible studies from October 2 through 18, 2018.

Main Outcomes and Measures

Social competence, emotional competence, behavioral self-regulation, behavior and emotional challenges, and early learning outcomes.

Results

This review identified 79 unique experimental or quasi-experimental studies evaluating the effect of SEL interventions on preschooler outcomes, including a total of 18 292 unique participants. Sixty-three studies were included in this meta-analysis. Compared with control participants, children in intervention conditions showed significant improvement in social competence (Cohen d [SE], 0.30; [0.06]; 95% CI, 0.18-0.42; P < .001), emotional competence (Cohen d [SE], 0.54 [0.16]; 95% CI, 0.22-0.86; P < .001), behavioral self-regulation (Cohen d [SE], 0.28 [0.09]; 95% CI, 0.11-0.46; P < .001), and early learning skills (Cohen d [SE], 0.18 [0.08]; 95% CI, 0.02-0.33; P = .03) and reduced behavioral and emotional challenges (Cohen d [SE], 0.19 [0.04]; 95% CI, 0.11-0.28; P < .001). Several variables appeared to moderate program outcomes, including intervention leader, type of assessment, informant, child age, and study quality.

Conclusions and Relevance

According to results of this study, social and emotional learning programs appeared to deliver at a relatively low intensity may be an effective way to increase social competence, emotional competence, behavioral self-regulation, and early learning outcomes and reduce behavioral and emotional difficulties in children aged 2 to 6 years. Social and emotional learning programs appear to be particularly successful at increasing emotional knowledge, understanding, and regulation.

Social emotional learning in a Guatemalan preschool sample: Does socioeconomic status moderate the effects of a school-based prevention program?

Researchers evaluated the effectiveness of a universal social skills program and compared social emotional knowledge on individual skills interviews with 100 Guatemalan preschool children from resource rich ( N = 47) and resource poor ( N = 53) backgrounds. Participant ages ranged from 3- to 6-years-old. SEL was evaluated prior and subsequent to receiving a school-based social emotional educational program. Results were analysed in terms of effectiveness of SEL by error type. Data show that preschool children from both poor and wealthy families made significant gains in social-emotional knowledge as a result of SEL instruction. In order to better understand where SEL might be improved, analyses of incorrect responses provided by children from each SES group were analysed. Findings demonstrated no significant differences between the two groups in terms of incorrect or socially unacceptable responses although, overall, the groups differed in depth of social emotional knowledge. Implications for ‘closing the gap’ between children’s social emotional development in high and low SES groups are discussed.

Evaluation of a short-term, cognitive-behavioral intervention for primary age children with anger-related difficulties

This study evaluated the school-based short-term, cognitive-behavioral group anger management programme, ‘Learning How to Deal with our Angry Feelings’ (Southampton Psychology Service, 2003). Thirteen groups of children aged 7- to 11-years-old were randomly allocated to two different cohorts: One cohort ( n = 35) first received the intervention and was then assigned to a no-intervention period; the other ( n = 35) first had a no-intervention period and subsequently received the intervention. Both cohorts showed statistically significant improvements in their understanding of anger directly post-intervention, but neither reported improvements in self-perceived experience of anger scores. Teacher-rated measures of change in some problem behaviors (conduct problems and peer problems) showed significant improvements, but only in the second cohort (no intervention; intervention). The implications of these findings, and possible reasons for differences between cohorts, are discussed.