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Clinical Child and Family Psychology Review
Gepubliceerd in: Clinical Child and Family Psychology Review 4/2023

15-07-2023

Preschool Programs that Help Families Promote Child Social-Emotional School Readiness: Promising New Strategies

Auteurs: Karen L. Bierman, Elizabeth A. Stormshak, Morgan D. Mannweiler, Katherine A. Hails

Gepubliceerd in: Clinical Child and Family Psychology Review | Uitgave 4/2023

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Abstract

Parents play a central role in supporting the early learning that positions young children for success when they enter formal schooling. For this reason, efforts to engage families in meaningful collaboration is a long-standing goal of high-quality early childhood education (ECE). Family–school engagement can take multiple forms; in this review, we focus on universal preschool-based outreach strategies that help parents support growth in child social-emotional and self-regulation competencies and prepare them for the transition into formal schooling. Recent research has expanded understanding of the neurodevelopmental processes that underlie child school readiness, and the impact of parenting (and the social ecology affecting parenting) on those processes. These new insights have fueled innovation in preschool-based efforts to partner with and support parents, expanding and shifting the focus of that programming. In addition, new approaches to intervention design and delivery are emerging to address the pervasive challenges of reaching and engaging families, especially those representing diverse racial, ethnic, cultural, and socioeconomic backgrounds. This paper reviews developmental research that underscores the importance of prioritizing child social-emotional learning (with attention to self-regulation and approaches to learning) in universal preschool-based parenting programs targeting young children. We highlight the intervention strategies used in programs with strong evidence of impact on child readiness and school adjustment based on randomized controlled trials (RCTs). New directions in intervention design and delivery strategies are highlighted, with the hope of extending intervention reach and improving family engagement and benefit.
vorige artikel Propelling the Global Advancement of School Mental Health
volgende artikel The Triple P System of Evidence-Based Parenting Support: Past, Present, and Future Directions
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Metagegevens
Titel
Preschool Programs that Help Families Promote Child Social-Emotional School Readiness: Promising New Strategies
Auteurs
Karen L. Bierman
Elizabeth A. Stormshak
Morgan D. Mannweiler
Katherine A. Hails
Publicatiedatum
15-07-2023
Uitgeverij
Springer US
Gepubliceerd in
Clinical Child and Family Psychology Review / Uitgave 4/2023
Print ISSN: 1096-4037
Elektronisch ISSN: 1573-2827
DOI
https://doi.org/10.1007/s10567-023-00444-5

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