A Systematic Review of Targeted Social and Emotional Learning Interventions in Early Childhood Education and Care Settings

Autor/inn/en	Blewitt, Claire; O'Connor, Amanda; Morris, Heather; May, Tamara; Mousa, Aya; Bergmeier, Heidi; Nolan, Andrea; Jackson, Kylie; Barrett, Helen; Skouteris, Helen
Titel	A Systematic Review of Targeted Social and Emotional Learning Interventions in Early Childhood Education and Care Settings
Quelle	In: Early Child Development and Care, 191 (2021) 14, S.2159-2187 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Blewitt, Claire) ORCID (O'Connor, Amanda) ORCID (Skouteris, Helen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2019.1702037
Schlagwörter	Literature Reviews; Social Emotional Learning; Intervention; Early Childhood Education; Child Care; Program Effectiveness; Behavior Problems; Emotional Disturbances; Interpersonal Competence; Preschool Children + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kinderfürsorge; Kinderbetreuung; Gefühlsstörung; Interpersonale Kompetenz; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	A growing body of research evidence suggests universal (Tier 1) Social and Emotional Learning (SEL) interventions in early childhood education and care settings can improve children's social and emotional development. Less is known however about the effectiveness of targeted (Tier 2) programmes for preschoolers experiencing social, emotional or behavioural challenges. A systematic literature review was conducted to examine the outcomes associated with targeted (Tier 2) SEL interventions; 19 studies were captured in the review. Findings revealed that while evidence for targeted SEL programming is still emerging, it may offer a promising early intervention approach to strengthen aspects of children's social and behavioural functioning. Based on the evidence reviewed, the impact of targeted SEL intervention on emotional competencies could not be established. Programmes were predominately directed to preschoolers with externalizing problems and there appears to be a dearth of approaches focused on internalizing behaviour. Implications for practice and research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01