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Direct linkC. Bennett; E. M. Westrupp; S. K. Bennetts; J. Love; N. J. Hackworth; D. Berthelsen; J. M. Nicholson – Child Development, 2025
This study examined long-term mediating effects of the "smalltalk" parenting intervention on children's effortful control at school age (7.5 years; 2016-2018). In 2010-2012, parents (96% female) of toddlers (N = 1201; aged 12-36 months; 52% female) were randomly assigned to either: standard playgroup, "smalltalk" playgroup…
Descriptors: Intervention, Parent Child Relationship, Toddlers, Young Children
McCoy, Dana C.; Hanno, Emily C.; Ponczek, Vladimir; Pinto, Cristine; Fonseca, Gabriela; Marchi, Natália – Child Development, 2021
Despite global demand, the large-scale effects of social-emotional learning (SEL) programming in developing countries remain underexplored. Using a randomized control trial, this study examined the effectiveness of a school-wide SEL intervention--"Programa Compasso" (PC)--among 3,018 sociodemographically diverse, Portuguese-speaking…
Descriptors: Foreign Countries, Social Emotional Learning, Program Effectiveness, Student Diversity
Raver, C. Cybele; Jones, Stephanie M.; Li-Grining, Christine; Zhai, Fuhua; Bub, Kristen; Pressler, Emily – Child Development, 2011
Based on theoretically driven models, the Chicago School Readiness Project (CSRP) targeted low-income children's school readiness through the mediating mechanism of self-regulation. The CSRP is a multicomponent, cluster-randomized efficacy trial implemented in 35 Head Start-funded classrooms (N = 602 children). The analyses confirm that the CSRP…
Descriptors: Low Income Groups, Preschool Children, Self Control, School Readiness
