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 |