Literaturnachweis - Detailanzeige
Autor/inn/en | Yang, Weipeng; Datu, Jesus Alfonso D.; Lin, Xunyi; Lau, Michelle Marie; Li, Hui |
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Titel | Can Early Childhood Curriculum Enhance Social-Emotional Competence in Low-Income Children? A Meta-Analysis of the Educational Effects |
Quelle | In: Early Education and Development, 30 (2019) 1, S.36-59 (24 Seiten)
PDF als Volltext |
Zusatzinformation | ORCID (Yang, Weipeng) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1040-9289 |
DOI | 10.1080/10409289.2018.1539557 |
Schlagwörter | Low Income Students; At Risk Students; Academic Failure; Social Development; Emotional Development; Curriculum; Teaching Methods; Program Implementation; Fidelity; Time; Program Effectiveness; Early Childhood Education; Young Children |
Abstract | Research Findings: This meta-analysis examined 29 (quasi-)experimental studies that involved low-income children ages 3 to 5 who might be subject to risks of academic failure and other negative outcomes. Compared to the controls, children who learned with social-emotional learning (SEL) curricula demonstrated significantly improved social-emotional competence, with an effect size or standardized mean difference of 0.241 (95% confidence interval [0.194, 0.287]). However, the use of other curricula that lacked an intensive focus on SEL yielded nonsignificant effects on the social-emotional competence of low-income children. Type of curriculum, fidelity of curriculum implementation, and duration of intervention were found to moderate the educational effects. Practice or Policy: The findings of this meta-analysis contribute to the growing body of empirical evidence on the positive effects of early SEL curricula and explain how curricula can produce social-emotional benefits for low-income children in their early years. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |