Data previously available from Research Connections are now available from the Child & Family Data Archive. Child care and early education research, publications and other resources remain on Research Connections.

For the best experience, please use Chrome, Firefox, Safari, or Edge.

Does a preschool social and emotional learning intervention pay off for classroom instruction and children's behavior and academic skills?: Evidence from the Foundations of Learning project

Resource Type: Reports & Papers
Author(s): Morris, Pamela A.; Millenky, Megan; Raver, C. Cybele; Jones, Stephanie M.
Date Issued: October, 2013
Description: This article tests the hypothesis that children's learning environment will improve through a social and emotional learning (SEL) intervention that provides preschool teachers with new skills to manage children's disruptive behavior by reporting results from the Foundations of Learning (FOL) Demonstration, a place-randomized, experimental evaluation conducted by MDRC. Research Findings: Findings demonstrate that the FOL intervention improved teachers' ability to address children's behavior problems and to provide a positive emotional climate in their classrooms. Importantly, the FOL intervention also improved the number of minutes of instructional time, although the quality of teachers' instruction was not improved. Finally, FOL benefited children's observed behavior in classrooms, with lower levels of conflictual interactions and, at the trend level, higher levels of engagement in classrooms activities, relative to similar students randomly assigned to control classrooms. Practice or Policy: This study is one of an emerging body of research on the efficacy of SEL programs for preschool children living in poverty. Understanding the value-added of these programs (e.g., in increased instructional time and increased classroom engagement) as well as their limitations (e.g., in teachers' instructional quality and children's academic skills) will help us design the next set of more effective interventions for low-income children.
show entire record ↓
Journal Title: Early Education and Development
Volume Number: 24
Issue Number: 7
Page Range: 1020-1042
Topics: Children & Child Development > Child Development & School Readiness

Child Care & Early Education Quality > Process Quality

Programs, Interventions & Curricula > Interventions/Curricula > Social & Emotional
Country: United States
States: NEW JERSEY
ISSN: 1040-9289 Paper
1556-6935 Online
Peer Reviewed: yes
hide record ↑

Related Resources

what is this? Related Resources include summaries, versions, or components of the currently selected resource, documents encompassing or employing it, or measures used in its creation.

Social and emotional learning in early education [Special issue] Other
Cooper-Farran Behavioral Rating Scales Instruments
Positive Behavior Scale Instruments
Individualized Classroom Assessment Scoring System Instruments
Academic Rating Scale Instruments
+ 4 more



Our Search Engine Recommends...

what is this? These resources were found by comparing the title, description, and topics of the currently selected resource to the rest of the Research Connections holdings.

The Foundations of Learning demonstration: Making preschool more productive: How classroom management training can help teachers Reports & Papers
The Foundations of Learning demonstration: Making preschool more productive: How classroom management training can help teachers: Executive summary Executive Summary
Can teacher training in classroom management make a difference for children's experience in preschool?: A preview of findings from the Foundations of Learning demonstration Reports & Papers
A meta-analytic review of preschool social and emotional learning interventions Reports & Papers
Understanding preschool teachers' emotional support as a function of center climate Reports & Papers

Disclaimer: Use of the above resource is governed by Research Connections' Terms of Use.