A social-emotional intervention for at-risk 4-year-olds

Implemented a social-emotional intervention for at-risk 4-year-olds in seven daycare classes. Teachers were trained to perform activities associated with relationship building, emotional understanding, and social problem solving, over a 32-week period. The children's social-emotional status was assessed via observation and teacher questionnaire at the beginning and end of the period, and compared to a group who did not experience the intervention. Children who had the intervention, compared to children who did not experience it, were observed showing decreases in negative emotion, greater involvement, and more initiative in positive peer activity, and were seen as improving socially by their teachers.