An Analysis of Classroom-Based and Parent-Focused Social–Emotional Programs for Young Children

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Abstract

The purpose of this article was to describe a comprehensive and updated review of available classroom and parenting social–emotional programs for young children. The review analyzed 10 classroom curricula and 8 parenting interventions focused on social–emotional development and the research associated with each. The efficacious adoption criteria introduced by Joseph and Strain (2003) were used to analyze the evidence for each program. Most (i.e., 12 of 18, 67%) of the programs received medium or high ratings. Results of this analysis and implications for practice and future research are discussed.

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