Details
| Translated title of the contribution | Promoting social-emotional competence in preschool: Evaluation of a preventive behavioral training program |
|---|---|
| Original language | German |
| Pages (from-to) | 219-228 |
| Number of pages | 10 |
| Journal | Kindheit und Entwicklung |
| Volume | 20 |
| Issue number | 4 |
| Early online date | 29 Aug 2011 |
| Publication status | Published - Oct 2011 |
| Externally published | Yes |
Abstract
This paper reports results of an evaluation study on effectiveness of a social-emotional competence training. Preschool children (n = 127) took part in a training program and are compared to an untreated control group (n = 129) by means of teachers evaluation questionnaires before and after the training. Afterwards, the training effects of a risk group with problematic social behavior are evaluated. General analyses show positive effects on social-emotional competence, but only marginal effects on problem behavior. However, differential analyses of the risk group show positive effects on both aspects. Due to the practicability and the results for the promotion of social-emotional skills, the evaluated training can also be recommended as a universal prevention program.
ASJC Scopus subject areas
- Medicine(all)
- Pediatrics, Perinatology, and Child Health
- Psychology(all)
- Developmental and Educational Psychology
- Medicine(all)
- Psychiatry and Mental health
Sustainable Development Goals
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In: Kindheit und Entwicklung, Vol. 20, No. 4, 10.2011, p. 219-228.
Research output: Contribution to journal › Article › Research › peer review
}
TY - JOUR
T1 - Förderung sozial-emotionaler Kompetenz im Kindergarten
T2 - Evaluation eines präventiven Verhaltenstrainings
AU - Wadepohl, Heike
AU - Koglin, Ute
AU - Eva Vonderlin, Vonderlin
AU - Petermann, Franz
PY - 2011/10
Y1 - 2011/10
N2 - This paper reports results of an evaluation study on effectiveness of a social-emotional competence training. Preschool children (n = 127) took part in a training program and are compared to an untreated control group (n = 129) by means of teachers evaluation questionnaires before and after the training. Afterwards, the training effects of a risk group with problematic social behavior are evaluated. General analyses show positive effects on social-emotional competence, but only marginal effects on problem behavior. However, differential analyses of the risk group show positive effects on both aspects. Due to the practicability and the results for the promotion of social-emotional skills, the evaluated training can also be recommended as a universal prevention program.
AB - This paper reports results of an evaluation study on effectiveness of a social-emotional competence training. Preschool children (n = 127) took part in a training program and are compared to an untreated control group (n = 129) by means of teachers evaluation questionnaires before and after the training. Afterwards, the training effects of a risk group with problematic social behavior are evaluated. General analyses show positive effects on social-emotional competence, but only marginal effects on problem behavior. However, differential analyses of the risk group show positive effects on both aspects. Due to the practicability and the results for the promotion of social-emotional skills, the evaluated training can also be recommended as a universal prevention program.
KW - Behavioral training
KW - Evaluation
KW - Prevention
KW - Prosocial behavior
KW - Social-emotional competence
UR - http://www.scopus.com/inward/record.url?scp=80052352228&partnerID=8YFLogxK
U2 - 10.1026/0942-5403/a000059
DO - 10.1026/0942-5403/a000059
M3 - Artikel
AN - SCOPUS:80052352228
VL - 20
SP - 219
EP - 228
JO - Kindheit und Entwicklung
JF - Kindheit und Entwicklung
SN - 0942-5403
IS - 4
ER -