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Parents play a central role in supporting the early learning that positions young children for success when they enter formal schooling. For this reason, efforts to engage families in meaningful collaboration is a long-standing goal of high-quality early childhood education (ECE). Family-school engagement can take multiple forms; in this review we focus on universal preschool-based outreach strategies that help parents support growth in child social-emotional and self-regulation competencies and prepare them for the transition into formal schooling. Recent research has expanded understanding of the neurodevelopmental processes that underlie child school readiness, and the impact of parenting (and the social ecology affecting parenting) on those processes. These new insights have fueled innovation in preschool-based efforts to partner with and support parents, expanding and shifting the focus of that programming. In addition, new approaches to intervention design and delivery are emerging to address the pervasive challenges of reaching and engaging families, especially those representing diverse racial, ethnic, cultural, and socio-economic backgrounds. This paper reviews developmental research that underscores the importance of prioritizing child social-emotional learning (with attention to self-regulation and approaches to learning) in universal preschool-based parenting programs targeting young children. We highlight the intervention strategies used in programs with strong evidence of impact on child readiness and school adjustment based on randomized-controlled trials (RCTs). New directions in intervention design and delivery strategies are highlighted, with the hope of extending intervention reach and improving family engagement and benefit.
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Moving beyond dosage and adherence: A protocol for capturing dimensions of active child engagement as a measure of fidelity for social-emotional learning interventions
Social-emotional competencies are important for school-readiness and can be supported through social-emotional learning (SEL) interventions in the preschool years. However, past research has demonstrated mixed efficacy of early SEL interventions across varied samples, highlighting a need to unpack the black box of which early interventions work, under what conditions, and for whom. In the present article we discuss the critical implementation component of active child engagement in an intervention as a potential point of disconnect between the intervention as designed and as implemented. Children who are physically present but unengaged during an intervention may lead to decreased average impacts of an intervention. Furthermore, measuring young children’s active engagement with an intervention may help to guide iterative intervention development. We propose a four-step protocol for capturing the multi-dimensional and varied construct of active child engagement in a SEL intervention. To illustrate the utility of the protocol, we apply it to data from a pilot study of a researcher-implemented, semi-structured block play intervention focused on supporting the development of SEL and math skills in preschoolers. We then present future directions for the integration of active participant engagement into the measurement of implementation of SEL interventions for young children.
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- Award ID(s):
- 2309657
- PAR ID:
- 10437154
- Publisher / Repository:
- Frontiers
- Date Published:
- Journal Name:
- Frontiers in Psychology
- Volume:
- 13
- ISSN:
- 1664-1078
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.3389/fpsyg.2022.1014713
