Integrating Health and Educational Perspectives to Promote Preschoolers’ Social and Emotional Learning: Development of a Multi-Faceted Program Using an Intervention Mapping Approach

International Journal of Environmental Research and Public Health

Helen Barrett¹  Kylie Jackson¹  Helen Skouteris²  Claire Blewitt²  Heather Morris²  Heidi Bergmeier²  Amanda O’Connor²  Aya Mousa²  Andrea Nolan³ 

[1] Bestchance Child Family Care, Melbourne 3150, Australia;Monash Centre for Health Research and Implementation, Monash University, Level 1, 43-51 Kanooka Grove, Clayton, Melbourne 3168, Australia;School of Education, Faculty of Arts and Education, Deakin University, Geelong 3220, Australia;

关键词: intervention mapping;    intervention development;    social and emotional learning;    early childhood education and care;    kindergarten;    educator-child interactions;   

DOI  :  10.3390/ijerph17020575

来源: DOAJ

【 摘 要 】

High-quality early childhood education and care (ECEC) can strengthen the social and emotional skills that are crucial for children’s ongoing development. With research highlighting an increasing prevalence of emotional and behavioural challenges in young children, there is emphasis on embedding teaching practices and pedagogies to support social and emotional skills within early learning programs. A growing body of research has examined the impact of social and emotional learning programs in ECEC; however, few studies describe the intervention development process, or how educators and other professionals were engaged to increase the relevance and feasibility of the program. The current paper describes the development of the Cheshire Social-Emotional Engagement and Development (SEED) Educational Program, an online learning tool to support early childhood educators to foster children’s positive mental health. Cheshire SEED was designed using five steps of the Intervention Mapping methodology: (i) comprehensive needs assessment to create a logic model of the problem; (ii) creation of program outcomes and change objectives mapped against determinants of educator behaviour; (iii) co-design of theory-based methods and practical strategies; (iv) program development; and (v) adoption and implementation planning. The process and decisions at each step of the IM protocol are presented, and the strengths and limitations of the approach to develop a mental health intervention for ECEC settings are discussed.

【 授权许可】

Unknown