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Promoting Social and Emotional Learning in Preschool Students: A Study of "Strong Start Pre-K"
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Gunter, Leslie; Caldarella, Paul; Korth, Byran B.; Young, K. Richard – Early Childhood Education Journal, 2012
The inclusion of social and emotional learning (SEL) curricula in preschools may help prevent emotional and behavioral problems. This study evaluated the effects of a SEL curriculum, "Strong Start Pre-K," on the social and emotional competence of 52 preschool students using a quasi-experimental, non-equivalent control group design.…
Descriptors: Socialization, Emotional Development, Preschool Children, Preschool Curriculum
The Effects of an Emotional Education Program on the Emotional Skills of Six-Year-Old Children Attending Preschool
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Saltali, Neslihan Durmosoglu; Deniz, M. Engin – Educational Sciences: Theory and Practice, 2010
The aim of this study is to examine the effects of an Emotional Education Program, which is based on the PATHS (Promoting Alternative Thinking Strategy) developed by Domitrovich, Greenberg, Cortes and Kusche, on six year old children's emotional skills (identification of emotions, understanding emotions and expression of emotions). In this study,…
Descriptors: Experimental Groups, Control Groups, Comparative Analysis, Emotional Development
Going for Goals: An Evaluation of a Short, Social-Emotional Intervention for Primary School Children
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Humphrey, Neil; Kalambouka, Afroditi; Wigelsworth, Michael; Lendrum, Ann – School Psychology International, 2010
We report on an effectiveness trial of a short, social-emotional intervention called "Going for Goals", developed as part of the primary social and emotional aspects of learning (SEAL) programme in England. Our aim was to investigate the impact of Going for Goals on childrens' social and emotional skills, behaviour and emotional…
Descriptors: Control Groups, Intervention, Foreign Countries, Emotional Development
A First Look at the Head Start CARES Demonstration: Large-Scale Implementation of Programs to Improve Children's Social-Emotional Competence. OPRE Report 2013-47
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Mattera, Shira Kolnik; Lloyd, Chrishana M.; Fishman, Mike; Bangser, Michael – MDRC, 2013
Low-income preschool children face many risks to their social-emotional development that can affect their school experience and social outcomes for years to come. Although there are some promising approaches to improving young children's social-emotional competence, the evidence base is limited, particularly on the effectiveness of these…
Descriptors: Early Intervention, Low Income Groups, At Risk Students, Social Development
Relationships and Learning: A Review and Investigation of Narrative Coherence in Looked-After Children in Primary School
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Greig, Anne; Minnis, Helen; Millward, Reuben; Sinclair, Claire; Kennedy, Eilis; Towlson, Kate; Reid, Warren; Hill, Jonathan – Educational Psychology in Practice, 2008
This review and investigation draws on principles from attachment theory regarding the importance of early relationships and their impact on the coherence and organisation of psychological functions. Comparisons are made between the narrative coherence scores of an experimental group of 17 looked-after children with problematic relationship…
Descriptors: Experimental Groups, Control Groups, Investigations, Personal Narratives
A Randomized Controlled Trial of a Home-Visiting Intervention Aimed at Preventing Relationship Problems in Depressed Mothers and Their Infants
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van Doesum, Karin T. M.; Riksen-Walraven, J. Marianne; Hosman, Clemens M. H.; Hoefnagels, Cees – Child Development, 2008
This study examined the effect of a mother-baby intervention on the quality of mother-child interaction, infant-mother attachment security, and infant socioemotional functioning in a group of depressed mothers with infants aged 1-12 months. A randomized controlled trial compared an experimental group (n = 35) receiving the intervention (8-10 home…
Descriptors: Experimental Groups, Control Groups, Intervention, Mothers