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Amanda Moreno; Rebecca Hinze-Pifer; Stephen Baker; Reiko Kakuyama; Adenia Linker – Society for Research on Educational Effectiveness, 2024
Background: Much has been made of whether the evidence supporting mindfulness-based interventions (MBIs) is consistent or high-quality enough to merit their wide implementation, and numerous meta-analyses, reviews, and meta-analyses of meta-analyses have been conducted in pursuit of this question (e.g., Bockmann & Yu, 2023; Goldberg et al.,…
Descriptors: Elementary School Students, Kindergarten, Grade 1, Grade 2
McCormick, Meghan P.; Neuhaus, Robin; Horn, E. Parham; O'Connor, Erin E.; White, Hope S.; Harding, Samantha; Cappella, Elise; McClowry, Sandee – Grantee Submission, 2019
Social-Emotional Learning (SEL) programs are school-based preventive interventions that aim to improve children's social-emotional skills and behavioral development. Although meta-analytic research has shown that SEL programs can improve academic and behavioral outcomes in the short term, few studies have examined program effects on receipt of…
Descriptors: Social Development, Emotional Development, Interpersonal Competence, Kindergarten
Sinha, Joanna M. – ProQuest LLC, 2012
Prominent theorists assert that engaging in sociodramatic play is an essential activity for the development of self-regulation. This study proposed the use of sociodramatic play as an intervention tool for building self-regulation in kindergartners. In this study, two sociodramatic play intervention paradigms were compared to a control group. In…
Descriptors: Dramatic Play, Kindergarten, Young Children, Self Control