Effectiveness of Sesame Workshop's Little Children, Big Challenges
A digital media SEL intervention for preschool classrooms
Bibliographic Data
| ID | 21376037 |
|---|---|
| Authors | Geraldine V Oades‐Sese (0000-0003-0094-5197, Department of Pediatrics Rutgers University RWJ Medical School New Brunswick New Jersey USA, corresponding author), Abigail Cahill (0000-0003-4112-3253, Department of Educational Leadership George Washington University Graduate School of Education and Human Development Washington District of Columbia USA), Jedediah W P Allen (0000-0003-0322-7182, Bilkent University), Wai‐Ling Rubic (Department of Child Development San Diego Miramar College San Diego California USA), Noor Mahmood (Arkansas College of Osteopathic Medicine Fort Smith Arkansas USA) |
| Year | 2021 |
| Volume | 58 |
| Issue | 10 |
| Pages | 2041-2067 |
| Publication date | 2021-10-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Psychology in the Schools (JOURNAL) |
| Journal identifiers | ISSN: 0033-3085 • E-ISSN: 1520-6807 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/pits.22574 |
| OpenAlex | W3183286002 |
| Language | EN |
| Citations received | 9 |
| References cited | 45 |
This cluster‐randomized pre‐post comparison study examined the effects of using Sesame Workshop's Little Children, Big Challenges: General Resilience (LCBC) digital media toolkit in preschool classrooms over a 12‐week period. Participants included 157 preschool teachers and 766 preschool children from 159 preschool classrooms in 38 Head Start centers, 7 Military Child Development Centers, 2 community‐based preschool agencies, and a public school district. Children's social‐emotional skills, behaviors, and relationship qualities were measured using a combination of direct testing of children and teacher behavioral ratings. Hierarchical linear modeling accounted for classroom‐level nested data and the results indicated that LCBC increased emotion vocabulary, attachment, initiative, self‐control, emotion regulation, and adaptability. The LCBC intervention also significantly reduced teacher conflict, attention problems, and emotion control problems. Additionally, the teacher survey indicated that the intervention was appealing to teachers and students. Reasons for nonsignificant effects on teacher closeness, social problem solving, and social skills are discussed
Closeness · Developmental psychology · Head start · Intervention (counseling) · Multilevel model · Psychological resilience · Vocabulary · Child and Adolescent Psychosocial and Emotional Development · Child Development and Digital Technology · Early Childhood Education and Development · Psychology · Social Psychology
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Systematic review of culturally adapted SEL interventions for racially and ethnically minoritized preschool children
Potential contribution of digital gamification to social-emotional learning interventions for primary school students
The Relations of Early Television Viewing to School Readiness and Vocabulary of Children from Low-Income Families
The role of emotion regulation in children's early academic success
Digital storytelling for enhancing student academic achievement, critical thinking, and learning motivation
A practical guide to multilevel modeling
Emotions Matter
Associations of emotion-related regulation with language skills, emotion knowledge, and academic outcomes
Linking the prevention of problem behaviors and positive youth development
Variations of emotional display rules within and across cultures
Children's wishful identification and parasocial interaction with favorite television characters
Hierarchical linear models
Early childhood practitioner beliefs about digital media
A Meta-Analytic Review of Preschool Social and Emotional Learning Interventions
A review and reformulation of social information-processing mechanisms in children's social adjustment
Vulnerability and competence
Attachment, Intelligence, and Language
The Emerging Field of Emotion Regulation
Supplementing literacy instruction with a media-rich intervention
Social competence
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A longitudinal study of the social and academic competence of economically disadvantaged bilingual preschool children
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School readiness
The development of competence in favorable and unfavorable environments
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| Citations per year | 4.5 |
|---|---|
| Citation span | 2024 - 2026 (3) |
| Highly cited | No |