Social and Emotional Learning Associated With Universal Curriculum-Based Interventions in Early Childhood Education and Care Centers

Key Points Question How effective are universal curriculum-based social and emotional learning programs delivered in early childhood education and care centers at improving children’s social and emotional development? Findings A systematic review and meta-analysis of 79 unique studies with 18 292 unique participants found children exposed to a universal social and emotional learning intervention showed significant improvement in social competence, emotional competence, behavioral self-regulation, emotional and behavioral problems, and early learning outcomes compared with control participants. Meaning Early childhood is a crucial period for children’s social, emotional, and cognitive development, and these findings highlight what appears to be benefit of social and emotional learning interventions for young children across developmental domains.


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IG 5.0 (0. Teachers reported significantly improved socialemotional wellbeing, social-emotional competence and social skills in IG compared to CG. Intervention did not appear to decrease problem behaviours or increase reading level. Barnett (2008) Tools of the Mind 210 3.0-4.0 47.1 U.S., 92.6% Latino Low Intervention predicted significant reduction in problem behaviours (internalising and externalising). Results indicative of improved vocabulary development (PPVT-III), however effects were small and did not reach significance in multi-level models or after adjustments for multiple comparisons. No difference between intervention and control recorded for math skill, reading decoding, early literacy, expressive vocabulary.

SES Findings Related to Difference Between Intervention and Control Groups on Child Social-Emotional Outcomes at First Assessment Post Intervention
Bierman ( In terms of child behaviour, a significant intervention effect was observed for teacher-rated aggression, observed task orientation and parent-report of language/communication. A trend towards significance was found for teacher-rated social competence, parent-rated aggression, attention problems, and reading activities, and observerrated social competence. No differences for parentrated social competence, observer-rated aggression or teacher-rated learning engagement or attention problems. Boyle ( Low IG children who participated over two years exhibited more prosocial and less relational aggressive behaviour than both CG and children who participated for one year. On a measure of overt aggression, children with two years in program improved significantly more than controls. Using a different measure (HBRS), both instruction groups showed greater improvement in prosocial behaviour than the CG, with no difference between intervention groups. There was no significant difference between groups on aggression/impulsivity and passivity on this measure. Children who took part in the full PATHS program improved significantly in receptive emotion vocabulary compared to controls and compared to the group of children who received an adapted version of the program. There was no difference between groups on affective perspective taking. Based on teacher report, children who took part in full PATHS improved behaviour, emotional symptoms, conduct problems, hyperactivity and prosocial scores between assessments (other groups did not show improvement). There was no statistically significant difference between groups on a measure of peer problems. No significant interactions were found for the following outcomes based on parent report: emotional symptoms, conduct problems, hyperactivity, peer problems, or prosocial skills. Average of the two IGs significantly higher than CG for expressive, receptive and situation emotions understanding, with no difference between the intervention groups. No group differences found for vocabulary, early literacy, complex language or math knowledge. Average closeness in the teacherchild relationship was greater in intervention groups than control group, and average conflict was lower in intervention groups compared to controls. There was greater decline in anxiety in the RECC plus explicit SEL compared to other groups. Intervention groups showed more change over time in social competence, the group without explicit SEL showed significant difference between pre and post test, for the group with explicit SEL, a significant difference was only observed between pre and mid assessment points. No differences between group on measures of anxiety and withdrawal.
Larmar ( Australia -Based on teacher report, IG significantly outperformed CG at post-test on conduct problems, hyperactivity, peer relationships and prosocial behaviours, there were no differences between groups at pre-test. The groups did not significantly differ on anxiety at post-test (though did at follow up). Parent report did not identify significant differences between groups at post-test for conduct problems, hyperactivity, emotion problems, peer problems or prosocial behaviour. Lewis (2012) Fun FRIENDS 110 5.11 -U.S. -Anxiety symptoms increased from pre to post for children in the intervention school whereas they decreased for children in the control school. Children who took part in staff, child and parent training showed greater improvement in response to conflict situations, improved assertiveness, selfcontrol and reduced internalising compared to children in control or staff and child training conditions. Children in staff, child and parent training showed greater cooperation than children in staff and child training, and reduced internalising compared to staff and child training.
Schell (2015)  Observations showed significant improvement in children's emotional self-regulation, social competence and conduct problems compared with the control children. Effect sizes were strongest for children from classrooms with the poorest initial scores, and significant main were effects identified for conduct problems, disengagement, time in solidary play, positive interactions with teacher, positive interactions with peers and time spent engaging with peers. Conduct problems and disengagement significantly differentially improved in the intervention classrooms compared to the control condition. Children from classrooms that were most at initial risk benefited most from the intervention.
a Where studies included preschool and primary school aged children and data for preschool and primary school aged children was reported separately, sample size is based on preschool-aged children. b S =Social; E=Emotional; P = Problem Behaviour and Emotions; B= Behavioural Self-Regulation; L = Early Learning Outcomes c Study not included in meta-analysis d Certain data included in meta-analysis e Due to time constraints, authors not contacted for additional data To promote knowledge, expression, and regulation of emotions, teach social conflict and problem-solving strategies, and promote children's abilities of perspective taking and building friendships.
Program embedded in a story about "extra-terrestrial Lubo" (hand puppet), who travels to Earth to learn about feelings and friendship. "Lubo" keeps running into social problems, which children help to solve. Methods include cooperative games, role-play, discussions, picture cards, creative methods, and a feedback system to support the learning process in a stimulating way.

Making Choices
To reduce aggressive and hostile behaviour by strengthening SIP skills, developing emotionalregulation skills (e.g., self-talk and impulse control), providing structured opportunities for prosocial peer involvement and increased peer acceptance.
Activities structured to correspond to the steps in SIP. Divided into units, lessons had specific skill-related goals and activities. To promote social-emotional, cognitive and conflict resolution skills.
Circle time sessions relying primarily on hands-on group activities (e.g. modelling by adults, puppetry, stories, role plays), allowing children to analyse situations and behaviours, identify possible causes and consequences of characters actions, and apply problem solving skills.
Peaceful Kids Faciliator 1 session per week for 20-40 minutes, for 15 weeks Program for parents included four 2-hr workshops (focused on parenting skills through adult-to-adult practice) and were provided take home activities twice weekly to complement work in the classroom.

Sandy (2000)
Pre-K RECAP To learn a common language and set of skills for functioning adaptively, developing pro-social classroom norms and expectations for children's interactions with each other.
Incorporates some materials (e.g., puppets, pictures) from Second Step. Lessons reinforced daily by teachers using positive tokens, teacher modelling and mediation of problem-solving steps, and explicit discussion of behavioural and affective consequences of behaviour choices.
Teacher 2-3 times per week for 9 months, reinforced daily.
Included parent program to enhance parent skill in supporting children's prosocial behaviour, parent attendance was very low (<5%).

Parental Involvement Relevant Studies
Preventative Program To enhance social and emotional competencies.
Focus on emotional literacy, labelling of emotional states, identification of emotional markers, empathy, emotionregulation strategies, anger and impulsivity control, problem-solving abilities and social competencies. Methods include direct teaching, stories, role plays, puppet shows and situational scaffolding.
-3 times per week (20-30 minutes each) for 5 months -Dobrin Project Prim!r To improve children's emotional knowledge, understanding and regulation, social information processing, prosocial and problem-solving skills, and to prevent oppositional defiant and aggressive behaviour.
Based on cognitive-behavioural methods and tasks including contingency programs and role play. To promote children's socialemotional skills. This curriculum targets four domains: prosocial friendship skills, emotional understanding and emotional expression skills, self-control and problem-solving skills, including interpersonal negotiation and conflict resolution.
The curriculum is divided into 33 lessons delivered by teachers during circle time. These lessons include modelling stories and discussions, and use puppet characters, photographs, and teacher role-play demonstrations. Each lesson includes extension activities (e.g., cooperative projects and games), providing children with opportunities to practice the target skills with teacher support. ends with the K.C (kind and caring) dog puppet interacting with the children in their group circle to reinforce the skills from the lesson.
lesson with suggestions for home activities.

The Positive Action Program
To promote and strengthen positive behaviours, taking an asset-building approach to intervention and prevention.
Includes visuals and hands-on experiences. Based on six units: understanding of PA and self-concept; physical health and intellectual health; self-management and self-control; respect of others, consideration of others, and social bonding; honesty with self and others; and self-improvement. The Early Impact Program To address the development of conduct problems in preschoolaged children.
Involved training teachers to implement strategies that could be universally applied. The curriculum focuses on communication, friendship formation, social problem-solving, self-control, and engaging in pro-social behaviours.
Teacher 10 weeks Parents of children in the intervention group encouraged to attend parent-training sessions, facilitated over three 120-minute meetings Larmar (2006) The Safe Kindergarten Provide children with knowledge and tools to create safer effective interactions with peers.
Effective dialogue: conveying thoughts and feelings, and listening attentively to others when they are expressing their thoughts and feeling. 20 units that include Imago topics and practice using the dialogue tool. Sessions follow a cumulative, developmental curriculum with a 4-part structure that includes an introduction, presentation of a theoretical issue and systematic practice of the intentional dialogue.
Teacher 20-30 mins per week for 20 weeks, delivered to small group (approx. 6 children) A month after the program began, parents participated in a 2-hour workshop that introduced the Imago ideas and the program's aims and approach.

Intensity and
Program Length

Tools of the Mind
Build broad foundational skills, regulating social and cognitive behaviors, attending and remembering on purpose, the use of symbolic representation, and early math and literacy skills.
Self-regulation. The program emphasises children's abilities to regulate their own social and cognitive behaviours, attend to and remember on purpose, use symbolic representation, and early math and literacy skills. Teachers support children to develop various psychological "tools" that help children to master their own psychological functions. The curriculum incorporates 40 Vygotsky-inspired activities designed to promote mature dramatic play, encourage the use of selfregulatory private speech, and teach the use of external aids to facilitate attention and memory.
Teacher Embedded within the classroom during the year.

Tools of the Mind -Play
To promote self-regulation through play.
Focuses on developing self-regulation through "pretend" or "make-believe" play where children are supported to use their imaginations to role-play, pretend they are different characters, play out different stories, and enact various scenarios that rely on and encourage creativity.