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

1
Monash Centre for Health Research and Implementation, Monash University, Level 1, 43-51 Kanooka Grove, Clayton, Melbourne 3168, Australia
2
Bestchance Child Family Care, Melbourne 3150, Australia
3
School of Education, Faculty of Arts and Education, Deakin University, Geelong 3220, Australia
4
Warwick Business School, Warwick University, Coventry CV4 7AL, UK
*
Author to whom correspondence should be addressed.
Int. J. Environ. Res. Public Health 2020, 17(2), 575; https://doi.org/10.3390/ijerph17020575
Received: 19 December 2019 / Revised: 9 January 2020 / Accepted: 10 January 2020 / Published: 16 January 2020
(This article belongs to the Special Issue Current Trends in Health and Disease)
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. View Full-Text
Keywords: intervention mapping; intervention development; social and emotional learning; early childhood education and care; kindergarten; educator-child interactions intervention mapping; intervention development; social and emotional learning; early childhood education and care; kindergarten; educator-child interactions
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Blewitt, C.; Morris, H.; Jackson, K.; Barrett, H.; Bergmeier, H.; O’Connor, A.; Mousa, A.; Nolan, A.; Skouteris, H. Integrating Health and Educational Perspectives to Promote Preschoolers’ Social and Emotional Learning: Development of a Multi-Faceted Program Using an Intervention Mapping Approach. Int. J. Environ. Res. Public Health 2020, 17, 575.

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