01 02 03 Institute for Effective Education, University of York: Interventions for four-year-olds help three-year-olds, too 04 05 15 16 19 20 21 22 23 24 25 26 27 28 31 32 33

Interventions for four-year-olds help three-year-olds, too

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A new report from MDRC presents the findings for three-year-old children from the Head Start CARES demonstration. This was a large randomised controlled trial in more than 100 Head Start centres across the US. It tested the effects of three different approaches for improving children’s social-emotional competencies: The Incredible Years, PATHS, and Tools of the Mind – Play. The main trial looked at the impact on four-year-old children and this further analysis examines the impact on three-year-olds who were in the same classes.

The results show:

• Overall, the approaches increased teachers’ social-emotional instruction, but did not affect other aspects of practice or classroom climate in mixed-age classes. The approaches also improved teacher reports of three-year-olds’ social behaviours and closeness with teachers.

• The Incredible Years did not produce a statistically significant improvement in teachers’ use of classroom and behaviour-management strategies, but it improved teacher reports of three-year-olds’ social behaviours and closeness with teachers.

• PATHS improved teachers’ social-emotional instruction and Tools of the Mind – Play improved scaffolding of children’s play. However, there was little evidence that the approaches improved teacher reports of three-year-olds’ social-emotional outcomes.

The findings suggest that it is possible for the benefits of social-emotional interventions to extend to three-year-olds, even when the interventions are designed primarily for four-year-olds. In this study, these benefits were driven primarily by The Incredible Years.

Source: Impacts of Social-Emotional Curricula on Three-Year-Olds: Exploratory Findings from the Head Start CARES Demonstration (2014), MDRC.

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