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    Ashdown and Bernard

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    Manal_99xo
    Ashdown and Bernard conducted a study to test whether an early childhood social and emotional learning program called "You Can Do It!" (YCDI) improved social-emotional development, well-being, and academic achievement in preschool and first grade students. Teachers from one low socioeconomic status school in Melbourne, Australia implemented the 10-week YCDI curriculum in one preschool and first grade class, while the other classes served as controls. Students who received YCDI showed significantly greater gains in social-emotional competence, social skills, and well-being according to teacher ratings, though it did not reduce problem behaviors in preschoolers. The study provides support for explicit social and emotional instruction but was limited by being conducted at

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    Ashdown and Bernard

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    Manal_99xo
    213 views1 page
    Ashdown and Bernard conducted a study to test whether an early childhood social and emotional learning program called "You Can Do It!" (YCDI) improved social-emotional development, well-being, and academic achievement in preschool and first grade students. Teachers from one low socioeconomic status school in Melbourne, Australia implemented the 10-week YCDI curriculum in one preschool and first grade class, while the other classes served as controls. Students who received YCDI showed significantly greater gains in social-emotional competence, social skills, and well-being according to teacher ratings, though it did not reduce problem behaviors in preschoolers. The study provides support for explicit social and emotional instruction but was limited by being conducted at

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    Ashdown and Bernard conducted a study to test whether an early childhood social and emotional learning program called "You Can Do It!" (YCDI) improved social-emotional development, well-being, and academic achievement in preschool and first grade students. Teachers from one low socioeconomic status school in Melbourne, Australia implemented the 10-week YCDI curriculum in one preschool and first grade class, while the other classes served as controls. Students who received YCDI showed significantly greater gains in social-emotional competence, social skills, and well-being according to teacher ratings, though it did not reduce problem behaviors in preschoolers. The study provides support for explicit social and emotional instruction but was limited by being conducted at

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    213 views1 page

    Ashdown and Bernard

    Uploaded by

    Manal_99xo
    Ashdown and Bernard conducted a study to test whether an early childhood social and emotional learning program called "You Can Do It!" (YCDI) improved social-emotional development, well-being, and academic achievement in preschool and first grade students. Teachers from one low socioeconomic status school in Melbourne, Australia implemented the 10-week YCDI curriculum in one preschool and first grade class, while the other classes served as controls. Students who received YCDI showed significantly greater gains in social-emotional competence, social skills, and well-being according to teacher ratings, though it did not reduce problem behaviors in preschoolers. The study provides support for explicit social and emotional instruction but was limited by being conducted at

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    © All Rights Reserved
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    Download as docx, pdf, or txt
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    Ashdown and Bernard

    Can explicit instruction in social and emotional learning skills benefit the social-emotional
    development, well-being and academic achievement of young children?

    Ashdown and Bernard wanted to test whether the ‘You Can Do It! Early Childhood Program (YCDI)’
    has an effect on the social-emotional development well-being and academic achievement of
    preparatory school and grade 1 students. It was hypothesized that young children who receive YCDI
    program would display greater gain in their levels of social and emotional competence, social and
    emotional well-being and academic achievement. 45 females and 54 males were used in the study,
    with 4 teachers, from a catholic school in Melbourne, Australia. The school was identified as ‘low
    socio-economic statuses according to the catholic Education office. One prep class and one grade 1
    class were randomly assigned to receive the YCDI curriculum. YCDI program was delivered by their
    regular classroom teachers for over a 10 week time period. The other prep class and grade 1 class
    didn’t receive the program as they served as a comparison group, however their teachers did
    implement the program after the study to avoid disadvantaging them. All 4 teachers had to fill out 2
    questionnaires for each pupil which were completed before and after the YCDI program, at similar
    times for the non-YCDI students. ACER well-being survey tested pupil’s social and emotional well-
    being and social and emotional competence. This questionnaire was validated by data provided by
    over 6000 teachers. The social skills rating system measured social skills, problem behaviours and
    academic competence. The test had been shown to have high internal reliability and test-retest
    reliability. Observers watched teachers deliver the lessons to determine how the material were
    being delivered. The results found were that children in the YCDI displayed significantly greater gains
    in teacher-rated levels of social-emotional competence and also in social skills than pupils who didn’t
    receive the program. The findings were also greater for pupils in grade 1. YCDI pupils scored higher
    on social-emotional well-being, with the grade 1 making the greatest gains. There was no evidence
    however that YCDI had an impact on reduction of total problem behaviours in prep pupils, but grade
    1 pupils did reduce these more significantly compared to non-YCDI pupils. The strength of the study
    is that it supports previous research which indicated that social and emotional well-being instruction
    do have an impact on children’s social and emotional skills. They also observed the teachers who
    were delivering the lessons and the teachers were also trained for the program. This increases
    reliability of the experiment and ensures that all students were receiving the program correctly.
    However, only one school in Melbourne Australia was used, which was also in a low socio-economic
    area. Therefore, it lacks population and thus, generalizability. We do not know for sure that same
    results will be found in a different city or country, and with students of a different status. As well as,
    the teachers were aware whether they were in the YCDI or non-YCDI group, which may have led to
    unreliable findings as the teachers might have answered the questionnaires through a biased point
    of view, hence affecting the overall findings. In conclusion, although we can criticize the fact that the
    teachers might have been biased for their answers given in the questionnaire, the questionnaires
    were in fact shown to have high internal reliability and was validated by data therefore, making the
    study reliable in general and pr0awoving that YCDI does consequently, impact learning of the
    students.

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