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Psychophysiological Assessment of the Effectiveness of Emotion Regulation Strategies in Childhood
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Preschool Programs that Help Families Promote Child Social-Emotional School Readiness: Promising New Strategies
Karen L Bierman1, Elizabeth A Stormshak2, Morgan D Mannweiler3
1Department of Psychology, The Pennsylvania State University, University Park, PA, USA. kb2@psu.edu.
Clinical Child and Family Psychology Review
|July 15, 2023
Summary
Engaging parents in preschool programs boosts young children's social-emotional skills and school readiness. Evidence-based strategies improve family engagement and child adjustment to formal schooling.
Area of Science:
- Early Childhood Education
- Developmental Psychology
- Neuroscience
Background:
- Parental involvement is crucial for early learning and school readiness.
- High-quality early childhood education (ECE) emphasizes meaningful family-school collaboration.
- Recent research highlights neurodevelopmental processes influencing school readiness and the impact of parenting.
Approach:
- This review focuses on universal preschool-based outreach strategies.
- It examines interventions supporting parents in fostering child social-emotional and self-regulation competencies.
- The review analyzes programs with strong evidence from randomized controlled trials (RCTs).
Key Points:
- Prioritizing child social-emotional learning (SEL), including self-regulation, is vital in parenting programs.
- Innovative intervention designs address challenges in reaching diverse families.
- Effective strategies enhance family engagement and program benefits.
Conclusions:
- Preschool-based parenting programs can significantly improve child readiness and school adjustment.
- New approaches in intervention design and delivery are crucial for wider reach and impact.
- Supporting parents is key to optimizing early learning and the transition to formal schooling.
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