Evidence-Based Social-Emotional Learning Intervention Programs for Preschool Children: An Important Key to Development and Learning

Introduced  By Myo Sant Li

1. Background of the Research 

            The children in preschool years, particularly age between birth and six, are a critical period for their social-emotional, cognitive, and behavioral development. It will form the foundation for later academic performance and well-being. Underdeveloped social-emotional competencies can lead them to long-term academicm behavioral, and emotional dificulities. The reason is that the preschools are still developing emotional understanding, self-regulation, and social sills. They need the intentional and developmentally appropriate support. In this study, evidence-based SEL intervention programs have explored how the social-emotional competencies of preschool children are supported through strategies such as play-based activities, storytelling, role-playing, and parental involvement. Educational settings play a key role in implementing these program in a systematic manner. Therefore, analysing and comprehensing evidence-based SEL intervention programs is essential to provide early childhood development and to facilitate effective educational practice. 

 

2. Research Objectives

 

The research objectives of the study are to: 

·      Analysis and criticize evidence-based social-emotional learning (SEL) intervention programs developed for preschool children.

·      Examine the characteristics of selected SEL intervention programs, including their target group, period, content, strategies, and practical processes. 

·      Analyze the outcomes and consequences effectiveness of these programs in promoting preschool children’s social-emotional skills. 

·      Identify common practices and elements that support to effective SEL interventions for preschool children.

·      Provide guidance for educators, practitioners, and policymakers on selecting and implementing developmentally appropriate, evidence-based SEL programs in early childhood education settings.

 

3. Research Methodology 

 

            The study used a qualitative literature review methodology to examine evidence-based social-emotional learning (SEL) intervention programs designed for preschool children. Data were collected from books, peer-reviewed journal articles, and conference proceedings. Moreover, five SEL programs such as First Step to Success, I Can Problem Solve, Incridible Years, PATHS, and Strong Start Pre-K, were choosen using predefined inclusion and exclusion criteria, which based on target group, content, implementation process, and documented outcomes. The methodology foused on the synthesis of existing empirical and theoretical literature and there was no direct data collection from human participants. 

 

4. Research Finding 

 

            The research finding are as the following. 

·      The evidence-based SEL programs are effective in supporting preschool children’s social-emotional skills. 

·      It helped increase prosocial behaviors, emotional understanding, and problem-solving skills.

·       It reduced behaviour problems such as agression and anxiety. 

·      Basically, educators and families involvement in early SEL interventions can positively support preschoolers’ social-emotional development. 

 

5. Reference with URL 

 

Aksoy, P., & Gresham, F. M. (2024). Evidence-based social-emotional learning intervention programs for preschool children: An important key to development and learning. International Journal of Psychology and Educational Studies, 11(3), 201-217. https://files.eric.ed.gov/fulltext/EJ1437131.pdf