Integrating Health and Educational Perspectives to Promote Preschoolers’ Social and Emotional Learning
Development of a Multi-Faceted Program Using an Intervention Mapping Approach
Bibliographic Data
| ID | 15464992 |
|---|---|
| Authors | Claire Blewitt (0000-0002-4990-2334, Monash University), Heather Morris (0000-0001-7758-1091, Monash University), Kylie Jackson (Bestchance Child Family Care, Melbourne 3150, Australia), Helen Barrett (0000-0002-2041-3756, Bestchance Child Family Care, Melbourne 3150, Australia), Heidi Bergmeier (0000-0003-4605-2933, Monash University), Amanda O’Connor (0000-0003-0185-561X, Monash University), Aya Mousa (0000-0002-7356-4523, Monash University), Andrea Nolan (0000-0003-3519-6317, Deakin University), Helen Skouteris (0000-0001-9959-5750, University of Warwick, corresponding author) |
| Year | 2020 |
| Volume | 17 |
| Issue | 2 |
| Pages | 575-575 |
| Publication date | 2020-01-16 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of Environmental Research and Public Health (JOURNAL) |
| Journal identifiers | ISSN: 1661-7827 • E-ISSN: 1660-4601 |
| Publisher | Multidisciplinary Digital Publishing Institute (PUBLISHER • CH) |
| DOI | 10.3390/ijerph17020575 |
| PMID | 31963168 |
| OpenAlex | W3000641257 |
| Language | EN |
| Citations received | 5 |
| References cited | 77 |
High-quality early childhood education and care (ECEC) can strengthen the social and emotional skills that are crucial for children's ongoing development. With research highlighting an increasing prevalence of emotional and behavioural challenges in young children, there is emphasis on embedding teaching practices and pedagogies to support social and emotional skills within early learning programs. A growing body of research has examined the impact of social and emotional learning programs in ECEC; however, few studies describe the intervention development process, or how educators and other professionals were engaged to increase the relevance and feasibility of the program. The current paper describes the development of the Cheshire Social-Emotional Engagement and Development (SEED) Educational Program, an online learning tool to support early childhood educators to foster children's positive mental health. Cheshire SEED was designed using five steps of the Intervention Mapping methodology: (i) comprehensive needs assessment to create a logic model of the problem; (ii) creation of program outcomes and change objectives mapped against determinants of educator behaviour; (iii) co-design of theory-based methods and practical strategies; (iv) program development; and (v) adoption and implementation planning. The process and decisions at each step of the IM protocol are presented, and the strengths and limitations of the approach to develop a mental health intervention for ECEC settings are discussed
Developmental psychology · Intervention (counseling · Psychiatry · Social emotional learning · Applied Psychology · Child and Adolescent Psychosocial and Emotional Development · Early Childhood Education and Development · Family and Disability Support Research · Psychology
Sociocultural predictors of socioemotional competence in Peruvian preschool children examining educational interaction dimensions through hierarchical regression
Promote Positive Behaviors in Preschoolers by Implementing an Innovative Educational Program for the Training and Development of Social and Emotional Skills (DeCo–S.E.)
Reframing the early childhood obesity prevention narrative through an equitable nurturing approach
An Online-Based Transition Care Program for Adolescents with Spina Bifida Using Intervention Mapping
Designing an eHealth Well-Being Program
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The Effects of Preschool Education
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Estimating the Prevalence of Early Childhood Serious Emotional/Behavioral Disorders
Social and Emotional Learning Associated With Universal Curriculum-Based Interventions in Early Childhood Education and Care Centers
Conceptualizing Research–Practice Partnerships as Joint Work at Boundaries
Global and regional burden of disease and risk factors, 2001
Meta-Analysis of the Effects of Early Education Interventions on Cognitive and Social Development
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Common emotional and behavioral disorders in preschool children
Teachers' Daily Interactions With Children
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The relationships between parenting stress, parenting behaviour and preschoolers' social competence and behaviour problems in the classroom
How Preschoolers' Social-Emotional Learning Predicts Their Early School Success: Developing Theory-Promoting, Competency-Based Assessments
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Key findings from the second Australian Child and Adolescent Survey of Mental Health and Wellbeing
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Teacher–Child Interactions in the Classroom
The Impact of Racism on Child and Adolescent Health
“Plays Nice With Others”
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The Bioecological Model of Human Development
Epigenetics of Early Child Development
Quality of Social and Physical Environments in Preschools and Children's Development of Academic, Language, and Literacy Skills
Multi-tiered systems of support for preschool-aged children
Attempting to document teachers' professional knowledge
Improving teacher-child interactions
How early childhood teacher beliefs vary across grade level
Ready to learn? Children's pre-academic achievement in pre-Kindergarten programs
Quality of language and literacy instruction in preschool classrooms serving at-risk pupils
The impact of student characteristics and teacher efficacy on teachers’ predictions of student success
Predictors of mental health competence in a population cohort of Australian children
Early childcare type predicts children’s emotional and behavioural trajectories into middle childhood. Data from the Eden mother–child cohort study
Early Social-Emotional Functioning and Public Health
Research–Practice Partnerships in Education
Organizing Research and Development at the Intersection of Learning, Implementation, and Design
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Risky families
| Unique citing works | 5 |
|---|---|
| Citations per year | 0,83 |
| Citation span | 2020 - 2026 (7) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 5 |