Table 3 Peer-reviewed meta-analyses and reviews of multi-component ECE interventions
From: Fostering socio-emotional learning through early childhood intervention
Citation | Type | Interventions | Sample | Measured outcomes | Major findings | Major study limitations |
|---|---|---|---|---|---|---|
Nelson et. al. (2003) | Meta-analysis | Preschool prevention programs for low-income children | 34 studies | Parent and teacher ratings of children’s social skills and behavioral problems Self-reports on self-esteem Academic records (special education placement, grade retention) Information about employment, education, and criminal behavior in adolescence | Preschool programs exerted small to moderate effects on socio-emotional functioning (Kindergarten through eighth grade d = 0.27; high school and beyond d = 0.33) Programs that began working with children at younger ages were not associated with larger socio-emotional benefits than programs that began at later ages Programs with longer follow-up periods were associated with greater socio-emotional benefits Programs that served predominantly African American children were associated with the greatest socio-emotional benefits | Few studies examined long-term effects Use of broadly constructed outcome variables (“e.g., social-emotional functioning”) Authors were unable to code for the amount of intervention that children in comparison groups received Some continuous variables were transformed into categorical ones |
Camilli et. al. (2010) | Meta-analysis | Center-based ECE interventions | 43 studies | Measures of self-esteem, school adjustment, educational goals, aggression, and antisocial behaviors | Preschool participation also exerted small, statistically significant positive effects on children’s social skills and school progress (unweighted mean ES = 0.16 for treatment versus control groups) Effects on socio-emotional functioning did not change significantly over the course of follow-up Teacher-directed instruction and small-group learning were positively correlated with socio-emotional gains among treatment group members. small-group learning | Social/emotional and “antisocial” variables were combined into a single broad outcome Significant variation in design quality among included studies |
D’Onise et. al. (2014) | Systematic review | Center-based preschool interventions | 13 studies | “Social competence”, including positive social behaviors (e.g., cooperation, self-control) and problem behaviors (e.g., externalizing and internalizing problems, hyperactivity) | Eight studies found beneficial effects of preschool participation on social competence Six studies found no significant effects on social competence | Many included studies had high levels of bias, per the review authors Many included studies used single measures and single ratings |