Does Early Childhood Intervention Affect the Social and Emotional Development of Participants?

Autor/inn/en	Niles, Michael D.; Reynolds, Arthur J.; Nagasawa, Mark
Titel	Does Early Childhood Intervention Affect the Social and Emotional Development of Participants?
Quelle	In: Early Childhood Research & Practice, 8 (2006) 1, (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-5039
Schlagwörter	Social Development; Emotional Development; African American Children; Early Childhood Education; Early Intervention; Correlation; Program Effectiveness; Interpersonal Competence; Adjustment (to Environment); Social Adjustment; National Surveys; Family (Sociological Unit); Well Being; Statistical Analysis; Outcome Measures; Predictor Variables; Measures (Individuals); Effect Size; Regression (Statistics); Illinois + Suchen Sie Ihr Suchwort? Soziale Entwicklung; Gefühlsbildung; African Americans; Child; Children; Afroamerikaner; Kind; Kinder; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Korrelation; Interpersonale Kompetenz; Soziale Anpassung; Familie; Well-being; Wellness; Wohlbefinden; Statistische Analyse; Prädiktor; Messdaten; Regression; Regressionsanalyse
Abstract	The current study explored the association between a large-scale federally funded preschool intervention and the social and emotional development of participants. Data were drawn from the Chicago Longitudinal Study (CLS) and included 1,378 primarily African American youth who participated in the CLS and had scores for two or more identifiable social and emotional competency indicators from age 7 through age 15. Findings suggest that program participation was associated with both shorter- and longer-term social and emotional outcomes. The effect sizes for the longer term were modest, and several remained above the level considered practically significant (0.20). The strongest short-term effect was seen for social adjustment in school at ages 7 and 89 with d's of 0.45 and 0.33, respectively. These include social adjustment in school (d = 0.34), assertive social skills (d = 0.21), task orientation (d = 0.21), frustration tolerance (d = 0.22), and peer social skills (d = 0.24). (As Provided).
Anmerkungen	Clearinghouse on Early Education and Parenting, University of Illinois at Urbana-Champaign. 51 Gerty Drive, Champaign, IL 61820. Tel: 877-275-3227; Tel: 217-333-1386; Fax: 217-244-7732; e-mail: ecrp@uiuc.edu; Web site: http://ecrp.uiuc.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01