A Randomized Efficacy Trial of the Second Step Early Learning (SSEL) Curriculum

Autor/inn/en	Upshur, Carole C.; Wenz-Gross, Melodie; Rhoads, Christopher; Heyman, Miriam; Yoo, Yeonsoo; Sawosik, Gail
Titel	A Randomized Efficacy Trial of the Second Step Early Learning (SSEL) Curriculum
Quelle	62 (2019), S.145-159 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0193-3973
Schlagwörter	Preschool Education; Early Intervention; Preschool Curriculum; Preschool Children; Executive Function; Social Development; Emotional Development; Low Income Students; Minority Group Students; School Readiness; Faculty Development; Empathy; Friendship; Problem Solving; Lesson Plans; Teaching Methods; Emergent Literacy; Peabody Picture Vocabulary Test; Classroom Assessment Scoring System + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Soziale Entwicklung; Gefühlsbildung; Readiness for school; School ability; Schulreife; Empathie; Freundschaft; Problemlösen; Lesson planning; Unterrichtsplanung; Teaching method; Lehrmethode; Unterrichtsmethode; Frühleseunterricht
Abstract	A classroom randomized efficacy trial conducted over four years in 7 community-based preschool and 6 Head Start programs investigated effects of the Second Step Early Learning (SSEL) curriculum on end of preschool executive functioning (EF) and social-emotional (SE) skills in low-income children. Outcomes are reported for n=770 four-year-olds independently assessed for EF and SE by study staff in fall and spring of the prekindergarten year. Main outcomes were analyzed using two, three- level hierarchical linear models, one each for EF and SE skills. A significant effect (effect size of 0.15) for EF and a nonsignificant effect for SE were found. Secondary analyses found no significant differences on pre-academic skills. SSEL appears to have a meaningful impact on at-risk children's EF skills that supports its continued dissemination. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11