The recommendation to provide intentional, engaging social-emotional instruction carries strong evidence from five studies meeting WWC standards without reservations¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q4
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q4 i? A systematic WWC review found five studies meeting standards without reservations supporting intentional, engaging instruction and practice focused on social-emotional skills in preschool. → Burchinal 2022

Evidence¶

Burchinal 2022¶

Burchinal, M., Krowka, S., Newman-Gonchar, R., Jayanthi, M., Gersten, R., Wavell, S., Lyskawa, J., Haymond, K., Bierman, K., Gonzalez, J. E., McClelland, M. M., Nelson, K., Pentimonti, J., Purpura, D. J., Sachs, J., Sarama, J., Schlesinger-Devlin, E., Washington, J., & Rosen, E. (2022). Preparing Young Children for School (WWC 2022009). Washington, DC: National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department of Education. https://ies.ed.gov/ncee/wwc/PracticeGuide/30

q4 · i? · quant-synthesis · r2

Systematic review conducted for the WWC practice guide: studies were screened against WWC standards, and five studies of social-emotional practices met "WWC standards without reservations", grounding a strong evidence rating.

"The WWC and the expert panel assigned a strong level of evidence to this recommendation based on five studies of the effectiveness of practices to teach social -emotional skills. All five studies meet WWC standards without reservations."

Discussion¶

Learner Variables¶

• Emotional Intelligence — outcome: instruction changes it

Related Claims¶

- SEL programs improve social emotional skills — the general claim this finding bears on, with the studies behind it¶

• A WWC practice-guide panel rates developing and using clear behavior expectations as supported by strong evidence from 14 studies — related
• The guide identifies intentional instruction, interaction and conversation, and sequentially built lessons as important factors in preschool instruction — a broader claim this one bears on