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Training Early Childhood Teachers to Support Children’s Social and Emotional Learning: A Preliminary Evaluation of Roundies Program

Author

Listed:
  • Ali Moazami-Goodarzi

    (School of Applied Education Science and Teacher Education, University of Eastern Finland, 80101 Joensuu, Finland
    First authorship.)

  • Maryam Zarra-Nezhad

    (School of Applied Education Science and Teacher Education, University of Eastern Finland, 80101 Joensuu, Finland
    First authorship.)

  • Maija Hytti

    (Rounders Entertainment Oy, 00120 Helsinki, Finland)

  • Nina Heiskanen

    (School of Applied Education Science and Teacher Education, University of Eastern Finland, 80101 Joensuu, Finland)

  • Nina Sajaniemi

    (School of Applied Education Science and Teacher Education, University of Eastern Finland, 80101 Joensuu, Finland)

Abstract

(1) Background: Implementing social-emotional learning (SEL) programs in Early Childhood Education (ECE) settings is a promising approach that can strengthen overall development and well-being during childhood and into adolescence and adulthood. This study described the development, implementation, and preliminary evaluation of a universal SEL program, i.e., Roundies, in the Finnish ECE context to address the need for professional development opportunities. (2) Methods: The Roundies program was a quasi-experimental pre-test/post-test with intervention and control design. A total of 194 children were assigned to either the intervention group ( n = 136) or control group ( n = 58) (M AGE = 60.35 months at pre-test; 48% boys). Teachers rated the children’s behaviors using the Strength and Difficulties Questionnaire (SDQ) at the pre-and post-test. (3) Results: Feedback collected by teachers on the program suggested that teachers were highly satisfied with the overall program and the components. Multilevel models showed significantly increased prosocial behaviors and reduced SDQ total difficulties in the intervention group compared to the control group. (4) Conclusions: These preliminary findings provide evidence of the effectiveness of the Roundies program in improving teachers’ capacity to support early SEL.

Suggested Citation

  • Ali Moazami-Goodarzi & Maryam Zarra-Nezhad & Maija Hytti & Nina Heiskanen & Nina Sajaniemi, 2021. "Training Early Childhood Teachers to Support Children’s Social and Emotional Learning: A Preliminary Evaluation of Roundies Program," IJERPH, MDPI, vol. 18(20), pages 1-17, October.
    • Handle: RePEc:gam:jijerp:v:18:y:2021:i:20:p:10679-:d:654145
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    References listed on IDEAS

    as
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    2. Claire Blewitt & Amanda O’Connor & Heather Morris & Aya Mousa & Heidi Bergmeier & Andrea Nolan & Kylie Jackson & Helen Barrett & Helen Skouteris, 2020. "Do Curriculum-Based Social and Emotional Learning Programs in Early Childhood Education and Care Strengthen Teacher Outcomes? A Systematic Literature Review," IJERPH, MDPI, vol. 17(3), pages 1-23, February.
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