Table 4 Peer-reviewed empirical studies of multi-component ECE interventions
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 | |||||
Brown and Sax (2013) | Arts-integrated Head Start program (Settlement Music School’s Kaleidoscope Preschool Arts Enrichment Program) | IG: 174 preschool-aged children who attended the arts-integrated Head Start CG: 31 preschool-aged children who attended a traditional Head Start site |  | X |  |  |  | IG exhibited greater improvements in positive emotion regulation (F(1200) = 16.79, p < 0.001) and negative emotion regulation (F(1200) = 17.93, p < 0.001) over time than the CG | Non-randomized design The Kaleidoscope program is one-of-a-kind, potentially limiting generalizability of results |
Reynolds et. al. (2016) | Child–Parent Center (CPC) Program | IG: 1006 children who attended CPC preschool (age 3 or 4) CG: 906 children who attended non-CPC preschool services at demographically matched schools |  | X |  | X |  | At the end of preschool, teachers rated IG members as having higher overall SEL skills than CG members (mean difference = 0.44 SD) | Non-randomized design Reliance on teacher ratings |
Richardson et. al. (2017) | Child–Parent Center (CPC) Program | IG: 1289 children who attended CPC preschool (age 3 or 4) CG: 591 children who attended non-CPC preschool services at demographically matched schools |  | X |  | X |  | CPC participants received higher mean SEL scores at the end of the preschool year than CG members | Significant differences in baseline characteristics between the treatment and control groups Reliance on teacher ratings |