Fostering social–emotional competence in early childhood
EmoCog Play Integration Programme
Bibliographic Data
| ID | 9614805 |
|---|---|
| Authors | Mengyan Fang (School of Education Shaanxi Normal University Xi'an Shaanxi China), Runke Huang (0000-0001-9126-8405, School of Humanities and Social Science The Chinese University of Hong Kong ‐ Shenzhen Shenzhen Guangdong China, corresponding author), Chenyi Zhang (0000-0001-7122-9230, College of Education Georgia State University Atlanta Georgia USA) |
| Year | 2025 |
| Volume | 96 |
| Issue | 1 |
| Pages | 401-421 |
| Publication date | 2025-08-28 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0007-0998 • E-ISSN: 2044-8279 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/bjep.70023 |
| PMID | 40874633 |
| OpenAlex | W4413775100 |
| Language | EN |
| Citations received | 1 |
| References cited | 41 |
BACKGROUND: Developing social-emotional competence and executive function is essential to children's long-term success. While their interconnection is well-established, limited evidence exists on interventions that systematically integrate both domains. AIMS: To address this, this study developed the EmoCog Play Integration (EPI) Programme, a pioneering initiative designed to systematically integrate social-emotional competence and executive function through structured, game-based activities. Moreover, given the multidimensional nature of social-emotional competence, this study aims to examine the impact of the EPI Programme on the development of SEC and its components among preschool children. SAMPLES: Participants were 145 preschool children in China (M = 4.80 years, SD = .91; 43% girls). METHODS: A randomized controlled design assigned children to either an intervention or control group. The intervention comprised 12 sessions over 4 weeks, each lasting 20-30 min. RESULTS AND CONCLUSIONS: The EPI Programme significantly improved overall social-emotional competence, particularly in self-awareness and relationship skills. However, effects on self-management, social awareness, and responsible decision-making were non-significant. These findings preliminarily support the EPI Programme's effectiveness and offer insights for designing localized social-emotional learning programmes in China.
Competence (human resources) · Developmental psychology · Early childhood · Social change · Social competence · Cognitive Abilities and Testing · Educational and Psychological Assessments · Emotional Intelligence and Performance · Psychology · Social Psychology
The Encyclopedia of Child and Adolescent Development
Statistical Power Analysis for the Behavioral Sciences
Handbook of Child Psychology and Developmental Science
Moving to a World Beyond “ p < 0.05”
Executive function and the promotion of social–emotional competence
The impact of an interaction-based classroom program on executive function development in low-SES preschoolers
Socio-emotional behavior, learning, and the distinct contributions of Executive Functions in primary graders
Fadeout and persistence of intervention impacts on social–emotional and cognitive skills in children and adolescents
Early childhood executive function predicts concurrent and later social and behavioral outcomes
A meta-analysis and systematic review of the associations between professional development of early childhood educators and children's outcomes
| Citations per year | 1 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |