Mondi Christina F, Reynolds Arthur J
Institute of Child Development, University of Minnesota - Twin Cities.
Early Educ Dev. 2021;32(3):360-384. doi: 10.1080/10409289.2020.1778989. Epub 2020 Jun 26.
Previous research has indicated that low-income children are at increased risk for socio-emotional problems, which may contribute to socioeconomic disparities in wellbeing and academic achievement. The present study examines socio-emotional learning (SEL) across the prekindergarten year in a low-income, racially and ethnically diverse sample of Chicago Public School students (=2,630). The sample included participants of the Child-Parent Center early educational intervention program (=1,724) and a propensity-score matched comparison group (=906). At the beginning of the prekindergarten year, teachers rated boys and lower income participants as having relatively lower SEL skills, and CPC participants and older children as having slightly higher SEL skills. Over time, CPC participants exhibited significantly greater rates of SEL growth, ending the prekindergarten year with teacher-rated SEL scores that were an average 10.30% higher than control participants. There were no significant differences in SEL growth over time by sex or family income.
Multicomponent, school-based early intervention programs (e.g., CPC) have the potential to promote SEL among at-risk populations.
先前的研究表明，低收入家庭的儿童出现社会情感问题的风险更高，这可能导致幸福感和学业成绩方面的社会经济差距。本研究在芝加哥公立学校低收入、种族和民族多样化的样本（=2630）中考察了学前一年的社会情感学习（SEL）情况。样本包括儿童-家长中心早期教育干预项目的参与者（=1724）和一个倾向得分匹配的对照组（=906）。在学前一年开始时，教师评定男孩和低收入参与者的SEL技能相对较低，而儿童-家长中心项目的参与者和年龄较大的儿童的SEL技能略高。随着时间的推移，儿童-家长中心项目的参与者表现出显著更高的SEL增长速度，在学前一年结束时，教师评定的SEL得分比对照组参与者平均高出10.30%。SEL增长随时间的变化在性别或家庭收入方面没有显著差异。
多成分的、基于学校的早期干预项目（如儿童-家长中心项目）有潜力在高危人群中促进SEL。
