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Table 2 Peer-reviewed empirical studies of general public prekindergarten programs

From: Fostering socio-emotional learning through early childhood intervention

Citation Interventions Sample Outcomes by CASEL domain Major findings Major study limitations
SA SM SoA RS RD
Weiland and Yoshikawa (2013) Boston Public Schools prekindergarten program IG: 2018 4- and 5-year-old children from diverse racial, ethnic, and linguistic backgrounds X X     Across the preschool year, the IG exhibited significantly greater gains in working memory (ES = 0.23), inhibitory control (ES = 0.20), attention shifting (ES = 0.27), emotion recognition (ES = 0.18) than the CG Non-randomized design
All children (including English language learners) were tested in English