Effects of the Nurturing Curriculum on Social, Emotional, and Academic Behaviors in Kindergarten Classrooms

Child temperament influence on social and emotional development of children in different ECCE centers

“…Comparison of mean scores of domains of social and emotional development in urban area by child's temperament N=104 31. 3.80 ± 0.70 2.63 ± 0.50 3.10 5.10 ± 0.83 5.02 ± 0.99 4.00 ± 0.003.85 Emotional style/adaptability 4.90 ± 08.7 3.61 ± 0.80 2.45 ± 0.52 6.48* 5.49 ± 0.94 5.09 ± 1.23 3.80 ± 0.44 3.31* Regulations of emotions and arousal states 4.90 ± 0.56 3.64 ± 0.66 3.00 ± 0.00 6.25* 5.47 ± 0.78 5.02 ± 1.23 3.40 ± 0.54 4.06* Behavioral Regulation 3.90 ± 0.82 3.70 ± 0.00 3.00 ±0.00 6.73* 5.50 ± 0.77 5.15 ± 1.13 4.20 ± 0.44 4.36* Sense of Self 4.90 ± 0.87 3.74 ± 0.72 2.63 ± 0.50 2.91 5.09 ± 0.83 5.05 ± 1.06 4.20 ± 0.83 1.67 Emotional Themes in Play 5.10 ± 0.73 3.48 ± 0.85 2.36 ± 0.50 2.27 5.36 ± 0.67 4.94 ± 1.28 4.00 ± 0.70 2.43 Social interaction 6.00 ± 0.94 3.96 ± 0.87 3.00 ± 0.00 9.40* 6.45 ± 0.52 5.69 ± 1.09 5.00 ± 0.00 4.58* Negative affectivity Emotional expression 3.18 ± 1.07 3.73 ± 0.86 4.45 ± 0.52 2.08 4.33 ± 0.77 5.21 ± 0.99 5.23 ± 0.86 2.62 Emotional style/adaptability 3.00 ± 1.18 3.53 ± 0.89 4.45 ± 1.03 1.15 4.58 ± 1.16 5.15 ± 1.22 6.28 ± 0.95 3.19* Regulations of emotions and arousal states 3.27 ± 0.46 3.73 ± 0.73 4.27 ± 1.10 1.47 4.50 ± 1.00 5.15 ± 1.14 5.28 ± 0.95 1.80 Behavioral Regulation 3.45 ± 0.82 3.83 ± 0.91 4.09 ± 1.04 1.33 4.58 ± 0.90 4.24 ± 1.11 5.68 ± 0.75 3.92* Sense of Self 3.00 ± 0.63 3.73 ± 0.98 4.45 ± 0.93 2.02 4.66 ± 1.07 5.06 ± 0.99 5.14 ± 1.06 0.75 Emotional Themes in Play 2.81 ± 1.16 3.60 ± 1.06 4.18 ± 1.16 2.33 4.83 ± 0.93 5.24 ± 1.09 5.42 ± 0.8 2.23 Social interaction 3.54 ± 1.03 4.03 ± 1.09 5.09 ± 1.44 2.21 5.00 ± 0.73 5.90 ± 1.01 6.57 ± 0.53 7.41* Effortful control Emotional expression 4.50 ± 0.67 4.89 ± 0.77 3.63 ± 0.50 3.22 5.37 ± 0.71 4.32 ± 1.09 3.87 ± 0.35 2.76 Emotional style/adaptability 4.50 ± 1.00 3.68 ± 0.89 2.45 ± 0.52 6.61* 5.50 ± 0.89 5.10 ± 1.25 3.87 ± 0.64 6.11* Regulations of emotions and arousal states 4.50 ± 9.00 3.72 ± 0.70 3.00 ± 0.00 4.92* 5.43 ± 1.03 4.96 ± 1.20 4.37 ± 0.51 3.67* Behavioral Regulation 4.45 ± 1.00 3.82 ± 0.84 3.01 ± 0.01 6.18* 5.68 ± 0.94 5.01 ± 0.91 3.87 ± 0.64 5.01* Sense of Self 4.66 ± 0.98 3.73 ± 0.79 3.27 ± 0.46 1.26 5.50 ± 0.96 4.92 ± 0.97 4.12 ± 0.64 3.87 Emotional Themes in Play 4.58 ± 1.08 3.62 ± 0.90 3.27 ± 0.46 1.96 5.62 ± 1.04 4.78 ± 1.19 4.12 ± 0.64 3.76 Social interaction 5.33 ± 1.43 4.10 ± 0.97 3.00 ± 0.00 5.59* 6.18 ± 0.83 5.85 ± 1.04 4.75 ± 0.46 6.69* *Significant at 0.05 level…”

Primary and secondary prevention of child maltreatment.

“…There are two known studies examining the effectiveness of the Nurturing Parenting Program in nonequivalent-control designs. Vespo, Capece, and Behforooz (2006) trained kindergarten teachers at two inner-city schools in Nurturing Parenting; children from the same school in the year prior to the study were used as controls. Children of teachers trained in the Nurturing Parenting curriculum showed increases in prosocial behaviors, and decreases in disruptive behaviors, aggression, dominance, social insecurity, and academic immaturity at posttest; the comparison group did not demonstrate these changes.…”