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- Publisher Website: 10.1080/10409289.2018.1539557
- Scopus: eid_2-s2.0-85057322577
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Article: Can Early Childhood Curriculum Enhance Social-Emotional Competence in Low-Income Children? A Meta-Analysis of the Educational Effects
Title | Can Early Childhood Curriculum Enhance Social-Emotional Competence in Low-Income Children? A Meta-Analysis of the Educational Effects |
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Authors | |
Issue Date | 2019 |
Citation | Early Education and Development, 2019, v. 30, n. 1, p. 36-59 How to Cite? |
Abstract | Research Findings: This meta-analysis examined 29 (quasi-)experimental studies that involved low-income children ages 3 to 5 who might be subject to risks of academic failure and other negative outcomes. Compared to the controls, children who learned with social-emotional learning (SEL) curricula demonstrated significantly improved social-emotional competence, with an effect size or standardized mean difference of 0.241 (95% confidence interval [0.194, 0.287]). However, the use of other curricula that lacked an intensive focus on SEL yielded nonsignificant effects on the social-emotional competence of low-income children. Type of curriculum, fidelity of curriculum implementation, and duration of intervention were found to moderate the educational effects. Practice or Policy: The findings of this meta-analysis contribute to the growing body of empirical evidence on the positive effects of early SEL curricula and explain how curricula can produce social-emotional benefits for low-income children in their early years. |
Persistent Identifier | http://hdl.handle.net/10722/329539 |
ISSN | 2023 Impact Factor: 2.1 2023 SCImago Journal Rankings: 1.252 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | Yang, Weipeng | - |
dc.contributor.author | Datu, Jesus Alfonso D. | - |
dc.contributor.author | Lin, Xunyi | - |
dc.contributor.author | Lau, Michelle Marie | - |
dc.contributor.author | Li, Hui | - |
dc.date.accessioned | 2023-08-09T03:33:31Z | - |
dc.date.available | 2023-08-09T03:33:31Z | - |
dc.date.issued | 2019 | - |
dc.identifier.citation | Early Education and Development, 2019, v. 30, n. 1, p. 36-59 | - |
dc.identifier.issn | 1040-9289 | - |
dc.identifier.uri | http://hdl.handle.net/10722/329539 | - |
dc.description.abstract | Research Findings: This meta-analysis examined 29 (quasi-)experimental studies that involved low-income children ages 3 to 5 who might be subject to risks of academic failure and other negative outcomes. Compared to the controls, children who learned with social-emotional learning (SEL) curricula demonstrated significantly improved social-emotional competence, with an effect size or standardized mean difference of 0.241 (95% confidence interval [0.194, 0.287]). However, the use of other curricula that lacked an intensive focus on SEL yielded nonsignificant effects on the social-emotional competence of low-income children. Type of curriculum, fidelity of curriculum implementation, and duration of intervention were found to moderate the educational effects. Practice or Policy: The findings of this meta-analysis contribute to the growing body of empirical evidence on the positive effects of early SEL curricula and explain how curricula can produce social-emotional benefits for low-income children in their early years. | - |
dc.language | eng | - |
dc.relation.ispartof | Early Education and Development | - |
dc.title | Can Early Childhood Curriculum Enhance Social-Emotional Competence in Low-Income Children? A Meta-Analysis of the Educational Effects | - |
dc.type | Article | - |
dc.description.nature | link_to_subscribed_fulltext | - |
dc.identifier.doi | 10.1080/10409289.2018.1539557 | - |
dc.identifier.scopus | eid_2-s2.0-85057322577 | - |
dc.identifier.volume | 30 | - |
dc.identifier.issue | 1 | - |
dc.identifier.spage | 36 | - |
dc.identifier.epage | 59 | - |
dc.identifier.isi | WOS:000452649900003 | - |