Preschool Social–Emotional Skills Training

Abstract

Objective: The purpose of this study was to pilot test a multicomponent program designed to prevent aggressive behavior in preschool children. The first program component was comprised of social–emotional skills training. It focused on improving the social information processing and emotional-regulation skills of children. The second component was a group-based parenting education. It focused on child development and discipline. Method: Participants, recruited from four preschools in high-risk neighborhoods within a large metropolitan area, were assigned to an intervention (n = 31) or a waitlist comparison (n = 36) condition. Using worker ratings and child puppet-play assessments, pretest and posttest data were collected on 14 child and caregiver/parent behaviors. Results: The gain scores of children in the intervention group differed significantly from those in the comparison group on academic competence, social competence, depression, and aggressive behavior. Caretaker gain scores differed significantly, favoring the intervention group on parental bonding, child supervision, communication, and developmental expectations. Conditioned on the limitations of the design, skills training for preschool children and their caregivers appears to promote social and academic skills.