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Classroom-Wide School Interventions for Preschoolers' Social-Emotional Learning: A Systematic Review of Evidence-Based Programs
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?tefan, Catrinel A.; Danila, Ingrid; Cristescu, Delia – Educational Psychology Review, 2022
Social-emotional skills are essential for preschool children's mental health and later school success. Considering the variety of school-based interventions aiming to target SEL development, it remains unclear what programs can be considered evidence-based, and what features characterize well-established programs. Hence, the current systematic…
Descriptors: Social Emotional Learning, Preschool Children, Preschool Education, Program Effectiveness
Short Report: Improving Motor Competence Skills in Early Childhood Has Corollary Benefits for Executive Function and Numeracy Skills
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Hudson, Kesha N.; Ballou, Haley M.; Willoughby, Michael T. – Grantee Submission, 2020
Previous studies have documented that individual differences in fine and gross motor skills are associated with executive function (EF) skills. This study used an experimental design to test whether participating in cognitively challenging motor skills activities was causally related to improvements in motor skills and two key indicators of school…
Descriptors: Psychomotor Skills, Competence, Executive Function, Numeracy
Short Report: Improving Motor Competence Skills in Early Childhood Has Corollary Benefits for Executive Function and Numeracy Skills
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Hudson, Kesha N.; Ballou, Haley M.; Willoughby, Michael T. – Developmental Science, 2021
Previous studies have documented that individual differences in fine and gross motor skills are associated with executive function (EF) skills. This study used an experimental design to test whether participating in cognitively challenging motor skills activities was causally related to improvements in motor skills and two key indicators of school…
Descriptors: Psychomotor Skills, Competence, Executive Function, Numeracy