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
AN - SCOPUS:85057322577
SN - 1040-9289
VL - 30
SP - 36
EP - 59
JO - Early Education and Development
JF - Early Education and Development
IS - 1
ER -