The Impact of a Primary Prevention Program on Preschool Children's Social-Emotional Competence

Autor/inn/en	Kemple, Kristen M.; Lee, Ilrang; Ellis, Stacy M.
Titel	The Impact of a Primary Prevention Program on Preschool Children's Social-Emotional Competence
Quelle	In: Early Childhood Education Journal, 47 (2019) 6, S.641-652 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lee, Ilrang)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-019-00963-3
Schlagwörter	Program Effectiveness; Aggression; Prosocial Behavior; Social Development; Skill Development; Knowledge Level; Behavior Problems; Interpersonal Competence; Preschool Children; Preschool Teachers; Prevention; Student Behavior + Suchen Sie Ihr Suchwort? Soziale Entwicklung; Kompetenzentwicklung; Qualifikationsentwicklung; Wissensbasis; Interpersonale Kompetenz; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Prävention; Vorbeugung; Student behaviour; Schülerverhalten
Abstract	This quasi-experimental study compared children who were (or were not) exposed to a 28-week program designed to prevent aggressive behavior by teaching pro-social skills and social knowledge. Children in the experimental group increased significantly in teacher-ratings of cooperation, assertion, self-control, and total social skills, as well as in social knowledge as measured through an interview procedure. Children in the comparison group showed no significant improvements. Neither group showed changes in teacher ratings of externalizing or internalizing problem behaviors. Preliminary analyses suggest that the experimental group also showed reduction in observed aggressive behavior, while the comparison group did not. Changes within the experimental group differed according to whether the teacher had initially identified a child as high or as low in social competence. High competence children showed significant increase in cooperation and in total social skills, while low competence children showed significant increase in cooperation, assertion, total social skills, and social knowledge. The sample size for this study was small (37 subjects), and should be replicated with a larger sample. Results do, however add quasi-experimental support for the effectiveness of the program, and suggest that changes are due to the program, rather than to maturation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01