Details

Autor(en) / Beteiligte

• Scheithauer, Herbert
• Hess, Markus
• Zarra-Nezhad, Maryam
• Peter, Charlotte
• Wolfer, Ralf

Titel

Developmentally Appropriate Prevention of Behavioral and Emotional Problems, Social-Emotional Learning, and Developmentally Appropriate Practice for Early Childhood Education and Care: The Papilio-3to6 Program

Ist Teil von

• International journal of developmental science, 2023-01, Vol.16 (3-4), p.81

Ort / Verlag

IOS Press

Erscheinungsjahr

2023

Link zum Volltext

Quelle

ERIC

Beschreibungen/Notizen

• The development of social-emotional skills is crucial in early childhood. Behavior problems in early childhood are risk factors for difficulties throughout childhood and adolescence and beyond. Considering the importance of developing social and emotional skills during early childhood, this study introduced the Papilio-3to6 program into everyday early childhood education and care (ECEC) in Germany. The program combines measures of developmentally appropriate practice and measures of social-emotional learning with strategies of developmentally appropriate prevention of behavioral and emotional problems. The underlying theory, the components of the program, evaluation results, dissemination, and implementation into ECEC center in Germany are described. A total of 627 children (M[subscript age] = 56.77 months at pretest; .49% girls) from 50 ECEC center groups participated in an effectiveness, randomized controlled trial. At the pre- and posttest, teachers completed questionnaires related to children's behaviors. Teachers completed questionnaires measuring their levels of job satisfaction, self-efficacy (control variables) and program implementation. A multivariate-multi-level-analysis revealed that children in the intervention groups, compared to the control groups, showed a significant decrease in their hyperactivity/inattention symptoms, as well as emotional, peer relationship problems, and conduct problems. The results also showed a significant increase in children's prosocial behavior. Teachers' job satisfaction and self-efficacy had no influence on the effectiveness of the program. Results supported treatment fidelity and usability.