Effect of the tools of the mind kindergarten program on children’s social and emotional development

社会情感学习 社会能力 侵略 心理学 能力(人力资源) 发展心理学 幼儿 情绪能力 社交技能 情绪发展 社会变革 临床心理学 社会心理学 情商 经济 经济增长
作者
Clancy Blair,Rachel D. McKinnon,M. Paula Daneri
出处
期刊:Early Childhood Research Quarterly [Elsevier BV]
卷期号:43: 52-61 被引量:63
标识
DOI:10.1016/j.ecresq.2018.01.002
摘要

Social-emotional competence in early childhood and the elementary grades is foundational for children’s short- and long-term academic, social, mental health, and employment outcomes. This study examined the effects of a large-scale (N = 715) cluster randomized controlled trial of a comprehensive kindergarten program, Tools of the Mind, on teachers’ reports of children’s social-emotional competence at the end of kindergarten with follow-up in first grade. Results indicated that at the end of kindergarten, children in classrooms in schools randomly assigned to the treatment condition had reduced teacher reported behavior problems and aggression and improved self-regulation, social-emotional competence, and positive teacher-child relationships relative to children in classrooms in schools randomly assigned to the control condition. No differences were detected for teacher-reported academic competence. Sustained effects in first grade were seen only for first grade teachers’ reports of aggression and conduct problems. This study adds to a growing literature demonstrating positive effects of educational programs focusing on children’s social-emotional as well as academic competence.
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