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Autor/inn/en | Mondi, Christina F.; Reynolds, Arthur J. |
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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 |
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) 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). |
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 | 2024/1/01 |