Details

Autor(en) / Beteiligte

• Ashdown, Daniela Maree
• Bernard, Michael E.

Titel

Can Explicit Instruction in Social and Emotional Learning Skills Benefit the Social-Emotional Development, Well-being, and Academic Achievement of Young Children?

Ist Teil von

• Early childhood education journal, 2012, Vol.39 (6), p.397-405

Ort / Verlag

Dordrecht: Springer Netherlands

Erscheinungsjahr

2012

Link zum Volltext

Quelle

ERIC

Beschreibungen/Notizen

• This study investigated the effect of a social and emotional learning skills curriculum, the You Can Do It! Early Childhood Education Program (YCDI), on the social-emotional development, well-being, and academic achievement of 99 preparatory and grade 1 students attending a Catholic school in Melbourne, Australia. One preparatory and one grade 1 class were randomly chosen to receive structured lessons in YCDI, delivered by their classroom teachers over a period of 10 weeks, while the remaining preparatory and grade 1 class served as the control group. The lessons were designed to teach young children confidence, persistence, organisation and emotional resilience. The educational program consisted of explicit, direct instruction lessons drawn from the YCDI Early Childhood Curriculum taught three times a week, supported by a variety of additional social and emotional teaching practices. The results indicated that YCDI had a statistically significant positive effect on levels of social-emotional competence and well-being for the preparatory and grade 1 students, a reduction in problem behaviours (externalising, internalising, and hyperactivity problems) for the grade 1 students, and an increase in reading achievement (decoding text) for the lower achieving grade 1 students. These findings are discussed with regard to issues concerning the role of explicit instruction in social and emotional learning for the early years.