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Social emotional learning in a Guatemalan preschool sample: Does socioeconomic status moderate the effects of a school-based prevention program?
Short Title: Social emotional learning in a Guatemalan preschool sample
Format: Journal Article
Publication Date: Nov 30, 2014
Sources ID: 107236
Notes: Access: https://nls.ldls.org.uk/welcome.html?ark:/81055/vdc_100059143523.0x000006External Resources: Cite This Item Search for versions with same title and author | Advanced options ...In: School psychology international ISSN:               0143-0343 (BLDLSjnlIssueARKID)ark:/81055/vdc_100059144570.0x000001Access: https://nls.ldls.org.uk/welcome.html?ark:/81055/vdc_100059143523.0x000006 Note:               View itemNote(s): In: School psychology international, Vol. 36, no. 1 (Feb. 2015), p.18-35.Material Type: Document (dct); Internet resource (url)Date of Entry: 20180912Update: 20180916Provider: OCLCAccession Number: EJ1049945; Acquisition Information: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com; Language: English; Education Level: Preschool EducationEarly Childhood Education; Reference Count: 48; Journal Code: APR2018; Level of Availability: Not available from ERIC; Publication Type: Academic Journal; Publication Type: Report; Entry Date: 2015
Visibility: Public (group default)
Abstract: (Show)
Researchers evaluated the effectiveness of a universal social skills program and compared social emotional knowledge on individual skills interviews with 100 Guatemalan preschool children from resource rich ( N =47) and resource poor ( N =53) backgrounds. Participant ages ranged from 3- to 6-years-old. SEL was evaluated prior and subsequent to receiving a school-based social emotional educational program. Results were analysed in terms of effectiveness of SEL by error type. Data show that preschool children from both poor and wealthy families made significant gains in social-emotional knowledge as a result of SEL instruction. In order to better understand where SEL might be improved, analyses of incorrect responses provided by children from each SES group were analysed. Findings demonstrated no significant differences between the two groups in terms of incorrect or socially unacceptable responses although, overall, the groups differed in depth of social emotional knowledge. Implications for 'closing the gap' between children's social emotional development in high and low SES groups are discussed.