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Promoting children's social-emotional skills in preschool can enhance academic and behavioral functioning in kindergarten: Findings from Head Start REDI

Resource Type: Reports & Papers
Author(s): Nix, Robert L.; Bierman, Karen L.; Domitrovich, Celene E.; Gill, Sukhdeep;
Date Issued: October, 2013
Description: Research Findings: This study examined processes of change associated with the positive preschool and kindergarten outcomes of children who received the Head Start REDI (REsearch-based, Developmentally Informed) intervention compared to usual practice Head Start. Using data from a large-scale randomized controlled trial (N=356 children, 42% African American or Latino, all from low-income families), this study tests the logic model that improving preschool social-emotional skills (e.g., emotion understanding, social problem solving, and positive social behavior) as well as language/emergent literacy skills will promote cross-domain academic and behavioral adjustment after children transition into kindergarten. Validating this logic model, the present study finds that intervention effects on 3 important kindergarten outcomes (e.g., reading achievement, learning engagement, and positive social behavior) were mediated by preschool gains in the proximal social-emotional and language/emergent literacy skills targeted by the REDI intervention. It is important to note that preschool gains in social-emotional skills made unique contributions to kindergarten outcomes in reading achievement and learning engagement, even after we accounted for concurrent preschool gains in vocabulary and emergent literacy skills. Practice or Policy: These findings highlight the importance of fostering at-risk children's social-emotional skills during preschool as a means of promoting school readiness. (author abstract)
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Funder(s): National Institute of Child Health and Human Development (U.S.)
Journal Title: Early Education and Development
Volume Number: 24
Issue Number: 7
Page Range: 1000-1019
Topics: Children & Child Development > Child Development & School Readiness

Programs, Interventions & Curricula > Programs > Early Head Start/Head Start
Country: United States
States: PENNSYLVANIA
ISSN: 1040-9289 Paper
1556-6935 Online
Peer Reviewed: yes
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