Early Childhood Education Journal

, Volume 39, Issue 6, pp 397–405 | Cite as

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

  • Daniela Maree Ashdown
  • Michael E. Bernard


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.


Social and emotional learning Explicit instruction Reading achievement Well-being 


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Copyright information

© Springer Science+Business Media, LLC 2011

Authors and Affiliations

  1. 1.Melbourne Graduate School of EducationUniversity of MelbourneParkvilleAustralia

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