Socio-Emotional Learning among Low-Income Prekindergarteners: The Roles of Individual Factors and Early Intervention

Autor/inn/en	Mondi, Christina F.; Reynolds, Arthur J.
Titel	Socio-Emotional Learning among Low-Income Prekindergarteners: The Roles of Individual Factors and Early Intervention
Quelle	In: Early Education and Development, 32 (2021) 3, S.360-384 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2020.1778989
Schlagwörter	Social Emotional Learning; Emotional Development; Social Development; Low Income Students; At Risk Students; Gender Differences; Preschool Education; Student Diversity; Early Intervention; Child Development; Preschool Teachers; Teacher Attitudes; Family Income; Poverty; English Language Learners; Special Education; Family Programs; Parent Education; Age Differences; Racial Differences; Ethnicity; Academic Achievement; Illinois (Chicago) + Suchen Sie Ihr Suchwort? Gefühlsbildung; Soziale Entwicklung; Geschlechterkonflikt; Pre-school education; Vorschulerziehung; Kindesentwicklung; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Lehrerverhalten; Familieneinkommen; Armut; Special needs education; Sonderpädagogik; Sonderschulwesen; Family program; Familienprogramm; Parents education; Elternbildung; Elternschule; Age; Difference; Age difference; Altersunterschied; Rassenunterschied; Ethnizität; Schulleistung
Abstract	Research Findings: Previous research has indicated that low-income children are at increased risk for socio-emotional problems, which may contribute to socioeconomic disparities in wellbeing and academic achievement. The present study examines socio-emotional learning (SEL) across the prekindergarten year in a low-income, racially and ethnically diverse sample of Chicago Public School students (N = 2,630). The sample included participants of the Child-Parent Center early educational intervention program (N = 1,724) and a propensity-score matched comparison group (N = 906). At the beginning of the prekindergarten year, teachers rated boys and lower income participants as having relatively lower SEL skills, and CPC participants and older children as having slightly higher SEL skills. Over time, CPC participants exhibited significantly greater rates of SEL growth, ending the prekindergarten year with teacher-rated SEL scores that were an average 10.30% higher than control participants. There were no significant differences in SEL growth over time by sex or family income. Practice and Policy: Multicomponent, school-based early intervention programs (e.g., CPC) have the potential to promote SEL among at-risk populations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01