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ERIC Number: EJ1084913
Record Type: Journal
Publication Date: 2006
Pages: 18
Abstractor: As Provided
ISSN: EISSN-1524-5039
Does Early Childhood Intervention Affect the Social and Emotional Development of Participants?
Niles, Michael D.; Reynolds, Arthur J.; Nagasawa, Mark
Early Childhood Research & Practice, v8 n1 Spr 2006
The current study explored the association between a large-scale federally funded preschool intervention and the social and emotional development of participants. Data were drawn from the Chicago Longitudinal Study (CLS) and included 1,378 primarily African American youth who participated in the CLS and had scores for two or more identifiable social and emotional competency indicators from age 7 through age 15. Findings suggest that program participation was associated with both shorter- and longer-term social and emotional outcomes. The effect sizes for the longer term were modest, and several remained above the level considered practically significant (0.20). The strongest short-term effect was seen for social adjustment in school at ages 7 and 89 with d's of 0.45 and 0.33, respectively. These include social adjustment in school (d = 0.34), assertive social skills (d = 0.21), task orientation (d = 0.21), frustration tolerance (d = 0.22), and peer social skills (d = 0.24).
Clearinghouse on Early Education and Parenting, University of Illinois at Urbana-Champaign. 51 Gerty Drive, Champaign, IL 61820. Tel: 877-275-3227; Tel: 217-333-1386; Fax: 217-244-7732; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Illinois
Grant or Contract Numbers: N/A