Work

Targeting Classrooms' Emotional Climate and Preschoolers' Socioemotional Adjustment: Implementation of the Chicago School Readiness Project

Year: 2014

Type: article

Abstract: Children living in low-income families are more likely to experience less self-regulation, greater behavior problems, and lower academic achievement than higher income children. To help prevent children's later socioemotional and academic difficulties, the Chicago School Readiness Project (CSRP) team implemented a clustered, randomized controlled trial (RCT) in early childhood programs with Head Start funding. Head Start sites were randomly assigned to receive CSRP services, which were offered as part of a multicomponent, classroom-based mental health intervention. Here, we provide an overview of the CSRP model, its components, and a descriptive portrait of its implementation. In so doing, we address various aspects of the implementation of three of its components: (1) the training of teachers, (2) MHCs' coaching of teachers, and (3) teachers' behavior management of children. We conclude with a discussion of factors potentially related to the implementation of CSRP and directions for future research.

Source: Journal of Prevention & Intervention in the Community

DOI: 10.1080/10852352.2014.943639

Authors: Christine P. Li-Grining, C. Cybele Raver, Darlene Jones-Lewis, Sybil Madison-Boyd, Jaclyn Lennon

Institutions: Loyola University Chicago, New York University, City of Chicago, DePaul University

Language: English

Topic: Early Childhood Education and Development

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDGs: Good health and well-being, Quality education, Reduced inequalities

Open Access status: green

Funders: American Psychological Association, National Institutes of Health, National Institute of Child Health and Human Development, Eunice Kennedy Shriver National Institute of Child Health and Human Development