Fostering socio-emotional learning through early childhood intervention

Christina F Mondi,Arthur J Reynolds,Alison Giovanelli

doi:10.1186/s40723-021-00084-8

Abstract

Educators and researchers are increasingly interested in evaluating and promoting socio-emotional learning (SEL) beginning in early childhood (Newman & Dusunbury in 2015; Zigler & Trickett in American Psychologist 33(9):789–798 https://doi.org/10.1037/0003-066X.33.9.789, 1978). Decades of research have linked participation in high-quality early childhood education (ECE) programs (e.g., public prekindergarten, Head Start) to multidimensional wellbeing. ECE programs also have demonstrated potential to be implemented at large scales with strong financial returns on investment. However, relatively few studies have investigated the effects of ECE programs on SEL, particularly compared to smaller-scale, skills-based SEL interventions. Furthermore, among studies that have examined SEL, there is a general lack of consensus about how to define and measure SEL in applied settings. The present paper begins to address these gaps in several ways. First, it discusses conceptual and methodological issues related to developmentally and culturally sensitive assessment of young children’s socio-emotional functioning. Second, it reviews the empirical research literature on the impacts of three types of early childhood programs (general prekindergarten programs; multi-component prekindergarten programs; and universal skills-based interventions) on SEL. Finally, it highlights future directions for research and practice.

Highlights

Educators and researchers are increasingly interested in evaluating and promoting socio-emotional learning (SEL) beginning in early childhood (Newman & Dusunbury in 2015; Zigler & Trickett in American Psychologist 33(9):789–798 https://doi.org/10.1037/ 0003-066X.33.9.789, 1978)
Fostering socio‐emotional learning through early childhood programming What are the best ways to assess the effectiveness of early childhood intervention programs? This question has been debated for decades, and the answer has tremendous implications for public policy
Multi-component programs often operate in center-based settings, and typically provide a wider range of support services for children and families than general public prekindergarten programs

Summary

Introduction

Educators and researchers are increasingly interested in evaluating and promoting socio-emotional learning (SEL) beginning in early childhood (Newman & Dusunbury in 2015; Zigler & Trickett in American Psychologist 33(9):789798 https://doi.org/10.1037/ 0003-066X.33.9.789, 1978). The present paper begins to address these gaps in several ways It discusses conceptual and methodological issues related to developmentally and culturally sensitive assessment of young children’s socio-emotional functioning. It reviews the empirical research literature on the impacts of three types of early childhood programs (general prekindergarten programs; multi-component prekindergarten programs; and universal skills-based interventions) on SEL. The authors did not explicate their review methodology or inclusion criteria, making it difficult to ascertain the representativeness and comprehensiveness of their findings This limitation, combined with the publication of a number of studies since 2011, signal the need for an updated review of different intervention strategies for preschool-aged children

Objectives

Methods

Results

Discussion

Conclusion