This study from the Early Childhood Education Journal looks at the effects of an SEL curriculum on the social and emotional competence of preschool pupils. Participating teachers and pupils were assigned to either a treatment group or a control group. In the treatment group, Strong Start Pre-K was implemented, a programme that covers specific objectives and goals that help to prevent emotional and mental health problems; optional booster lessons are included to reinforce skills. In the control group, Strong Start Pre-K was not implemented.
The study showed a significant decrease in internalising behaviours and more improvement in the pupil–teacher relationship in the treatment group. The results also supported the use of the optional booster lessons.
To learn more about effective approaches to social-emotional learning, see “Social and emotional learning programmes that work”, an article from a recent issue of Better: Evidence-based Education magazine.
Source: Promoting social and emotional learning in preschool students: A study of strong start pre-k (2012), Early Childhood Education Journal, 40(3)
A new series of publications aims to provide independent investment advice for children’s services. Launched last Friday Investing in Children, from the Social Research Unit at Dartington, will publish reports on the effectiveness, and cost-effectiveness, of programmes and approaches. The reports look at the financial costs of particular interventions, the financial benefits to taxpayers and participants, and the risk that an approach might not be successful. The first two reports look at interventions for early years and education, and youth justice. In the early years and education report, programmes rated include Reading Recovery, Success for All and Life Skills Training.
Source: Investing in Children
Head Start CARES (Classroom-based Approaches and Resources for Emotion and Social Skill Promotion) is a large-scale, US national research demonstration to test a one-year programme to improve pre-kindergarteners’ (age 4–5) social and emotional readiness for school. To facilitate the delivery of the programme, teachers attended training workshops and worked with coaches throughout the school year. In this report from MDRC, researchers present lessons learned from Head Start CARES about coaching social-emotional curricula in a large and complex early childhood education system. Key findings include:
- Successful coaches exhibited a combination of skills in three important areas: knowledge of the programme, general coaching and consultation skills, and knowledge of and experience in early childhood development and/or teaching.
- Incorporating coaching into day-to-day practices requires flexibility and is necessary for implementation success.
- Site-level administrators must be actively engaged in supporting and supervising coaching as well as general implementation processes.
Source: Coaching as a Key Component in Teachers’ Professional Development: Improving Classroom Practices in Head Start Settings (2012), MDRC
Researchers from the NFER have been looking at early intervention, that is, approaches delivered “early in the life of a problem, or when children are younger”. This study, which is the fourth in a series for the Local Government Association, found that such approaches can have greater benefits in the long term and therefore be more cost effective.
But it highlighted the need for programmes to be evidence-based, and for these to be delivered with fidelity to the programme’s design. The authors emphasise that more work is needed to improve the evidence that is available, especially information about cost-effectiveness. Meanwhile, the Department for Education has announced the next steps in the creation of the Early Intervention Foundation, which will provide advice and support on issues relating to early intervention.
Source: Early intervention: informing local practise (2012), National Foundation for Educational Research
This study from Early Childhood Research Quarterly tested whether a literacy curriculum supplement integrated with media can improve literacy outcomes for young children. The curriculum supplement incorporated video clips from programmes such as Sesame Street as well as online games, hands-on activities and professional development.
Findings showed that the supplement had positive impacts on children’s ability to recognise letters, sounds of letters and initial sounds of words, and children’s concepts of story and print.
Source: Supplementing literacy instruction with a media-rich intervention: Results of a randomized controlled trial (2012), Early Childhood Research Quarterly,27(1)
A report by the Sutton Trust, which compared social mobility in several countries, found that the UK performs poorly.
The key findings of the report were that:
- Gaps in school readiness in England between disadvantaged children and their counterparts were wider than in similar countries, such as Canada and Australia, but narrower than the United States.
- Formal preschool education can have lasting effects in reducing the educational gap between high and low income children.
- Disparities in early child outcomes persist into adolescence.
- Unlike other countries, the achievement gap in England actually widens in secondary school.
- None of the countries in the study reduce the disparity as children age.
The report concludes that addressing the social stratification in secondary schools remains one of the key challenges for improving social mobility in the UK.
Source: Latest research report: what prospects for mobility in the UK? A cross-national study of educational inequalities and their implications for future education and earnings mobility (2011), Sutton Trust