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.
| Language | English |
|---|---|
| Pages | 36-59 |
| Number of pages | 24 |
| Journal | Early Education and Development |
| Volume | 30 |
| Issue number | 1 |
| DOIs | |
| Publication status | Published - 2019 |
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Can early childhood curriculum enhance social-emotional competence in low-income children? A meta-analysis of the educational effects. / Yang, Weipeng; Datu, Jesus Alfonso D.; Lin, Xunyi; Lau, Michelle Marie; Li, Hui.
In: Early Education and Development, Vol. 30, No. 1, 2019, p. 36-59.Research output: Contribution to journal › Article › Research › peer-review
TY - JOUR
T1 - Can early childhood curriculum enhance social-emotional competence in low-income children? A meta-analysis of the educational effects
AU - Yang, Weipeng
AU - Datu, Jesus Alfonso D.
AU - Lin, Xunyi
AU - Lau, Michelle Marie
AU - Li, Hui
PY - 2019
Y1 - 2019
N2 - 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.
AB - 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.
UR - http://www.scopus.com/inward/record.url?scp=85057322577&partnerID=8YFLogxK
U2 - 10.1080/10409289.2018.1539557
DO - 10.1080/10409289.2018.1539557
M3 - Article
VL - 30
SP - 36
EP - 59
JO - Early Education and Development
T2 - Early Education and Development
JF - Early Education and Development
SN - 1040-9289
IS - 1
ER -