@article {5066, title = {Maximizing the potential of early childhood education to prevent externalizing behavior problems: A meta-analysis}, journal = {J Sch Psychol}, volume = {53}, number = {3}, year = {2015}, note = {Schindler, Holly S
Kholoptseva, Jenya
Oh, Soojin S
Yoshikawa, Hirokazu
Duncan, Greg J
Magnuson, Katherine A
Shonkoff, Jack P
eng
R01 HD073172/HD/NICHD NIH HHS/
Meta-Analysis
Research Support, U.S. Gov{\textquoteright}t, Non-P.H.S.
2015/06/10 06:00
J Sch Psychol. 2015 Jun;53(3):243-63. doi: 10.1016/j.jsp.2015.04.001.}, month = {Jun}, pages = {243-63}, abstract = {Early childhood education (ECE) programs offer a promising mechanism for preventing early externalizing behavior problems and later antisocial behavior; yet, questions remain about how to best maximize ECE{\textquoteright}s potential. Using a meta-analytic database of 31 studies, we examined the overall effect of ECE on externalizing behavior problems and the differential effects of 3 levels of practice, each with increasing specificity and intensity aimed at children{\textquoteright}s social and emotional development. In short, we found that each successive level of programs did a better job than the prior level at reducing externalizing behavior problems. Level 1 programs, or those without a clear focus on social and emotional development, had no significant effects on externalizing behavior problems relative to control groups (ES=.13 SD, p<.10). On the other hand, level 2 programs, or those with a clear but broad focus on social and emotional development, were significantly associated with modest decreases in externalizing behavior problems relative to control groups (ES=-.10 SD, p<.05). Hence, level 2 programs were significantly better at reducing externalizing behavior problems than level 1 programs (ES=-.23 SD, p<.01). Level 3 programs, or those that more intensively targeted children{\textquoteright}s social and emotional development, were associated with additional significant reductions in externalizing behavior problems relative to level 2 programs (ES=-.26 SD, p<.05). The most promising effects came from level 3 child social skills training programs, which reduced externalizing behavior problems half of a standard deviation more than level 2 programs (ES=-.50 SD, p<.05).}, keywords = {*Early Intervention (Education)/methods/standards/statistics \& numerical data, Child, Child Behavior Disorders/*prevention \& control, Child social skills training, Early childhood education, Externalizing behavior problems, Humans, Meta-analysis, prevention}, isbn = {1873-3506 (Electronic)
0022-4405 (Linking)}, author = {Schindler, H. S. and Kholoptseva, J. and Oh, S. S. and Yoshikawa, H. and Duncan, G. J. and Magnuson, K. A. and Shonkoff, J. P.} }