Adaptation and Efficacy of a Social-Emotional Learning Intervention (SEL Kernels) in Early Childhood Settings in Southeastern Brazil: A Quasi-Experimental Study

Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals

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18

Intervention; Social Emotional Learning; Foreign Countries; Teacher Attitudes; Early Childhood Education; Learning Activities; Comparative Analysis; Child Behavior; Behavior Problems; Preschool Teachers; Program Effectiveness; Screening Tests; Questionnaires; Self Concept Measures; Self Efficacy; Outcome Measures; Check Lists

1040-9289
1556-6935

Prior research has shown that social-emotional learning (SEL) interventions offer promise for supporting young children's outcomes, but implementation problems are frequent, especially in low-resource contexts. This study describes the adaptation and efficacy of a new, classroom-based SEL intervention for children aged 3 to 6 years in early childhood education programs in Brazil. SEL Kernels are simple, brief, targeted SEL activities that can be flexibly implemented by teachers. Research Findings: Results of a quasi-experimental study using teacher reports with 314 Brazilian children (164 male, 150 female) who did (n = 205) and did not (n = 109) receive SEL Kernels suggested intervention-related improvements in teachers' reports of child behavior problems (d = 0.65) and emotion regulation (d = 1.12) in this setting. Practice or Policy: Implications of this work -- including the importance of teacher buy-in and implementation -- are discussed.

As Provided

2024

EJ1420521