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Promoting Social and Emotional Learning in Preschool Students: A Study of Strong Start Pre-K

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Abstract

The inclusion of social and emotional learning (SEL) curricula in preschools may help prevent emotional and behavioral problems. This study evaluated the effects of a SEL curriculum, Strong Start Pre-K, on the social and emotional competence of 52 preschool students using a quasi-experimental, non-equivalent control group design. Teachers rated students’ emotional regulation, internalizing behaviors, and the quality of the student–teacher relationship. Results indicated a significant decrease of internalizing behaviors and more improvement in the student–teacher relationship in the treatment conditions. Results also supported the use of the optional booster lessons contained in the curriculum. Treatment integrity and social validity ratings of Strong Start Pre-K were high. Limitations and implications of this study are addressed.

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Authors and Affiliations

  1. Department of Counseling Psychology and Special Education, Brigham Young University, MCKB 340-A, Provo, UT, 84602, USA

    Leslie Gunter, Paul Caldarella, Byran B. Korth & K. Richard Young

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  1. Leslie Gunter
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  2. Paul Caldarella
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  3. Byran B. Korth
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  4. K. Richard Young
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Correspondence to Paul Caldarella.

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Gunter, L., Caldarella, P., Korth, B.B. et al. Promoting Social and Emotional Learning in Preschool Students: A Study of Strong Start Pre-K . Early Childhood Educ J 40, 151–159 (2012). https://doi.org/10.1007/s10643-012-0507-z

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