Skip to main content
SpringerLink
Log in

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

Early Childhood Education Journal volume 40, pages 151–159 (2012)Cite this article

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.

This is a preview of subscription content, access via your institution.

Access options

Buy single article

Instant access to the full article PDF.

USD 39.95

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

References

  • Caldarella, P., Christensen, L., Kramer, T. J., & Kronmiller, K. (2009). Promoting social and emotional learning in second grade students: A study of the strong start curriculum. Early Childhood Education Journal, 37(1), 51–56. doi:10.1007/s10643-009-0321-4.

    Article  Google Scholar 

  • Collaborative for Academic, Social, and Emotional Learning [CASEL]. (2003). Safe and sound: An educational leader’s guide to evidence-based social and emotional learning (SEL) programs. Chicago, IL: Author.

    Google Scholar 

  • Collaborative for Academic, Social, and Emotional Learning [CASEL]. (2007). Youth and schools today: Why SEL is needed. Chicago, IL: Author.

    Google Scholar 

  • Collaborative for Academic, Social, and Emotional Learning [CASEL]. (2010, March 18). Congressman Ryan discusses early college and social and emotional learning with Secretary Duncan [video file]. Retrieved from http://www.youtube.com/watch?v=_PTZcty1G5A.

  • Compton, S. N., Burns, B. J., Egger, H. L., & Robertson, E. (2002). Review of the evidence base for treatment of childhood psychopathology: Internalizing disorders. Journal of Consulting and Clinical Psychology, 70, 1240–1266.

    Article  Google Scholar 

  • Copple, C., & Bredekamp, S. (2009). Developmentally appropriate practice in early childhood programs: Serving children from birth to age 8 (3rd ed.). Washington, D.C.: National Association for the Education of Young Children.

    Google Scholar 

  • DellaMattera, J. N. (2011). Perceptions of preservice early educators: How adults support preschoolers’ social development. Journal of Early Childhood Teacher Education, 32(1), 26–38. doi:10(1080/10901027),2010,547654.

    Article  Google Scholar 

  • Denham, S. A., & Weissberg, R. P. (2004). Social-emotional learning in early childhood: What we know and where to go from here. In E. Chesebrough, P. King, T. P. Gullota, & M. Bloom (Eds.), A blueprint for the promotion of prosocial behavior in early childhood (pp. 13–51). New York, NY: Kluwer Academic/Plenum Publishers.

    Google Scholar 

  • Doll, B., & Lyon, M. A. (1998). Risk and resilience: Implications for the delivery of educational and mental health services in schools. School Psychology Review, 27(3), 348–363.

    Google Scholar 

  • Domitrovich, C. E., Greenberg, M. T., Kusché, C. A., & Cortes, R. (2004). The PATHS (Promoting Alternative Thinking Strategies) Preschool curriculum. South Deerfield, MA: Channing-Bete.

  • Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432. doi:10.1111/j.1467-8624.2010.01564.x.

    Article  Google Scholar 

  • Durlak, J. A., & Wells, A. M. (1997). Primary prevention mental health programs for children and adolescents: A meta-analytic review. American Journal of Community Psychology, 25, 115–152. doi:10.1023/A:1024654026646.

    Article  Google Scholar 

  • Egger, E. L., & Angold, A. (2006). Common emotional and behavioral disorders in preschool children: Presentation, nosology, and epidemiology. Journal of Child Psychology and Psychiatry, 47, 313–337. doi:10.1111/j.1469-7610.2006.01618.x.

    Article  Google Scholar 

  • Elias, M. J. (2011, May 12). Why should the ESEA systematically include social-emotional and character development as essential for students’ academic and life success? Presentation at a Congressional Briefing, Senate Office Building, Washington, DC. Retrieved from http://www.nasponline.org/advocacy/news/2011/may/Maurice_Elias_presentation_slides.pdf.

  • Epstein, M. H., & Synhorst, L. (2009). PreBERS: Preschool Behavioral and Emotional Rating Scale, examiner’s manual. Austin, Texas: Pro-Ed.

    Google Scholar 

  • Feuerborn, L. L. (2004). Promoting emotional resiliency through classroom instruction: The effects of a classroom-based prevention program. Unpublished doctoral dissertation, University of Oregon, Eugene. Retrieved from http://strongkids.uoregon.edu/research.html.

  • Gall, M. D., Gall, J. P., & Borg, W. R. (2007). Educational research: An introduction (8th ed.). Boston, MA: Pearson/Allyn and Bacon.

    Google Scholar 

  • Greenberg, M. T., Weissberg, R. P., O’Brien, M. U., Zins, J. E., Fredericks, L., Resnik, H., et al. (2003). Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning. American Psychologist, 58(6/7), 466–474. doi:10.1037/0003-066X.58.6-7.466.

    Article  Google Scholar 

  • Gresham, F. M. (1983). Social validity in the assessment of children’s social skills: Establishing standards for social competency. Journal of Psychoeducational Assessment, 1(3) , 299–307. doi:10.1177/073428298300100309.

    Article  Google Scholar 

  • Gueldner, B. A. (2006). An investigation of the effectiveness of a social-emotional learning program with middle school students in a general education setting and the impact of consultation support using performance feedback. (Unpublished doctoral dissertation, University of Oregon, Eugene). Retrieved from http://strongkids.uoregon.edu/research.html.

  • Hamre, B. K., & Pianta, R. C. (2001). Early teacher-child relationships and the trajectory of children’s school outcomes through eighth grade. Child Development, 72(2), 625–638. doi:10.1111/1467-8624.00301.

    Article  Google Scholar 

  • Harland, P., Rijneveld, S. A., Brugman, E., Verloove-Vanhorick, S. P., & Verhulst, F. C. (2002). Family factors and life events as risk factors for behavioural and emotional problems in children. European Child and Adolescent Psychiatry, 11, 176–184. doi:10.1007/s00787-002-0277-z.

    Article  Google Scholar 

  • Hester, P. P., Baltodano, H. M., Gable, R. A., Tonelson, S. W., & Hendrickson, J. M. (2003). Early intervention with children at risk of emotional/behavioral disorders: A critical examination of research methodology and practices. Education and Treatment of Children, 26(4), 362–381.

    Google Scholar 

  • Huaqing Qi, C., & Kaiser, A. P. (2003). Behavior problems of preschool children from low-income families: Review of the literature. Topics in Early Childhood Special Education, 23(4), 188–216. doi:10.1177/02711214030230040201.

    Article  Google Scholar 

  • Hyson, M. (2004). The emotional development of young children (2nd ed.). New York, NY: Teachers College, Columbia University.

    Google Scholar 

  • Izard, C. E., Trentacosta, C. J., King, K. A., & Mostow, A. J. (2004). An emotion-based prevention program for Head Start children. Early Education and Development, 15(4), 407–422. doi:10.1207/s15566935eed1504_4.

    Article  Google Scholar 

  • Joseph, G. E., & Strain, P. S. (2003). Comprehensive evidence-based social-emotional curricula for young children: An analysis of efficacious adoption potential. Topics in Early Childhood Special Education, 23(2), 65–76. doi:10.1177/02711214030230020201.

    Article  Google Scholar 

  • Kazdin, A. E. (1977). Assessing the clinical or applied importance of behavior change through social validation. Behavior Modification, 1(4), 427–452. doi:10.1177/014544557714001.

    Article  Google Scholar 

  • Kramer, T. J., Caldarella, P., Christensen, L., & Shatzer, R. H. (2010). Social-emotional learning in kindergarten classrooms: Evaluation of the Strong Start curriculum. Early Childhood Education Journal, 37(4), 303–398. doi:10.1007/s10643-009-0354-8.

    Article  Google Scholar 

  • Marchant, M., Brown, M., Caldarella, P., & Young, E. (2010). Effects of strong kids curriculum on students at risk for internalizing disorders: A pilot study. Journal of Empirically Based Practices in Schools, 11(2), 123–143.

    Google Scholar 

  • Merrell, K. W. (2001). Helping students overcome depression and anxiety: A practical guide. New York: The Guilford Press.

    Google Scholar 

  • Merrell, K. W. (2002). Preschool and Kindergarten Behavior Scales, 2 nd Edition, examiner’s manual. Austin, Texas: Pro-Ed.

    Google Scholar 

  • Merrell, K. W., & Gueldner, B. A. (2010). Social and emotional learning in the classroom: Promoting mental health and academic success. New York, NY: The Guilford Press.

    Google Scholar 

  • Merrell, K. W., Juskelis, M. P., Tran, O. K., & Buchanan, R. (2008). Social and emotional learning in the classroom: Evaluation of Strong Kids and Strong Teens on students’ social-emotional knowledge and symptoms. Journal of Applied School Psychology, 24, 209–224. doi:10.1080/15377900802089981.

    Article  Google Scholar 

  • Merrell, K. W., Whitcomb, S. A., & Parisi, D. M. (2009). Strong Start Pre-K: A social & emotional learning curriculum. Baltimore, MD: Paul H. Brookes Publishing.

    Google Scholar 

  • Miles, H. B., & Huberman, A. M. (1994). An expanded sourcebook: Qualitative data analysis (2nd ed.). Thousand Oaks, CA: Sage Publications.

    Google Scholar 

  • Olive, M. L., & Liu, Y.-J. (2005). Social validity of parent and teacher implemented assessment-based interventions for challenging behavior. Educational Psychology, 25(2–3), 305–312. doi:10.1080/0144341042000301229.

    Article  Google Scholar 

  • Onwuegbuzie, A. J., & Leech, N. L. (2004). Post hoc power: A concept whose time has come. Understanding Statistics, 3(4), 201–230. doi:10.1207/s15328031us0304_1.

    Article  Google Scholar 

  • Payton, J., Weissberg, R. P., Durlak, J. A., Dymnicki, A. B., Taylor, R. D., Schellinger, K. B., et al. (2008). The positive impact of social and emotional learning for kindergarten to eighth-grade students: Findings from three scientific reviews. Chicago, IL: Collaborative for Academic, Social, and Emotional Learning.

    Google Scholar 

  • Petersen, K. S. (2005). Safe and caring schools: Skills for school, skills for life. Champaign, IL: Research Press.

  • Pianta, R. C. (2001). Student-Teacher Relationship Scale: Professional Manual. Lutz, FL: Psychological Assessment Resource.

    Google Scholar 

  • Sanetti, L. M. H., & Kratochwill, T. T. (2009). Toward developing a science of treatment integrity: Introduction to the special series. School Psychology Review, 38(4), 445–459. doi:10.1037/a0015431.

    Google Scholar 

  • Shure, M. B. (2001). I Can Problem Solve (ICPS): An interpersonal cognitive problem solving program (Preschool). Champaign, IL: Research Press.

  • Voegler-Lee, M. E., & Kupersmidt, J. B. (2011). Intervening in childhood social development. In P. K. Smith & C. H. Hart (Eds.), The Wiley-Blackwell handbook of childhood social development (2nd ed., pp. 605–626). Malden, MA: Blackwell Publishing Ltd.

    Chapter  Google Scholar 

  • Whitcomb, S. A. (2009). Strong Start: Impact of direct teaching of a social emotional learning curriculum and infusion of skills on emotion knowledge of first grade students. (Unpublished doctoral dissertation, University of Oregon, Eugene). Retrieved from http://strongkids.uoregon.edu/research.html.

  • Wolf, M. (1978). Social validity: The case for subjective measurement or how applied behavior analysis is finding its heart. Journal of Applied Behavior Analysis, 11(2), 203–214. doi:10.1901/jaba.1978.11-203.

    Article  Google Scholar 

Download references

Author information

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

Authors
  1. Leslie Gunter
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Paul Caldarella
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Byran B. Korth
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. K. Richard Young
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Paul Caldarella.

Rights and permissions

Reprints and Permissions

About this article

Cite this article

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

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10643-012-0507-z

Keywords

search

Navigation