Child Care and Early Education Research Connections

Skip to main content

The effects of exposure to an enhanced preschool program on the social-emotional functioning of at-risk children

Social and emotional skills facilitate school readiness, yet evaluations of preschool programs typically focus on the cognitive benefits of early education and rarely examine the impact of preschool on "non-cognitive" outcomes. This study used propensity score matching to create two groups of preschool participants to compare how preschool duration was associated with children's emotion knowledge, social competence, and behavioral adjustment at kindergarten. Subjects were drawn from an evaluation study of a comprehensive public preschool program that included an evidence-based social-emotional curriculum. Compared to children who participated in one year of the preschool program, children who attended for two years were rated by teachers as exhibiting greater levels of social competence over time from the first year of preschool to kindergarten. At kindergarten, children who attended the program for two years demonstrated higher levels of emotion knowledge. Implications of the results for preschool interventions are discussed. (author abstract)
Resource Type:
Reports & Papers
United States

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

- You May Also Like

These resources share similarities with the current selection.

High-quality preschool enhances social-emotional development

Fact Sheets & Briefs

Denver Preschool Program evaluation 2010-2011

Fact Sheets & Briefs

Denver Preschool Program evaluation 2009-2010

Fact Sheets & Briefs
Release: 'v1.36.0' | Built: 2023-09-22 13:54:40 EDT