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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

Author

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  • Claire Blewitt

    (Monash Centre for Health Research and Implementation, Monash University, Level 1, 43-51 Kanooka Grove, Clayton, Melbourne 3168, Australia)

  • Heather Morris

    (Monash Centre for Health Research and Implementation, Monash University, Level 1, 43-51 Kanooka Grove, Clayton, Melbourne 3168, Australia)

  • Kylie Jackson

    (Bestchance Child Family Care, Melbourne 3150, Australia)

  • Helen Barrett

    (Bestchance Child Family Care, Melbourne 3150, Australia)

  • Heidi Bergmeier

    (Monash Centre for Health Research and Implementation, Monash University, Level 1, 43-51 Kanooka Grove, Clayton, Melbourne 3168, Australia)

  • Amanda O’Connor

    (Monash Centre for Health Research and Implementation, Monash University, Level 1, 43-51 Kanooka Grove, Clayton, Melbourne 3168, Australia)

  • Aya Mousa

    (Monash Centre for Health Research and Implementation, Monash University, Level 1, 43-51 Kanooka Grove, Clayton, Melbourne 3168, Australia)

  • Andrea Nolan

    (School of Education, Faculty of Arts and Education, Deakin University, Geelong 3220, Australia)

  • Helen Skouteris

    (Monash Centre for Health Research and Implementation, Monash University, Level 1, 43-51 Kanooka Grove, Clayton, Melbourne 3168, Australia
    Warwick Business School, Warwick University, Coventry CV4 7AL, UK)

Abstract

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.

Suggested Citation

  • Claire Blewitt & Heather Morris & Kylie Jackson & Helen Barrett & Heidi Bergmeier & Amanda O’Connor & Aya Mousa & Andrea Nolan & Helen Skouteris, 2020. "Integrating Health and Educational Perspectives to Promote Preschoolers’ Social and Emotional Learning: Development of a Multi-Faceted Program Using an Intervention Mapping Approach," IJERPH, MDPI, vol. 17(2), pages 1-24, January.
    • Handle: RePEc:gam:jijerp:v:17:y:2020:i:2:p:575-:d:309349
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    References listed on IDEAS

    as
    1. Jones, D.E. & Greenberg, M. & Crowley, M., 2015. "Early social-emotional functioning and public health: The relationship between kindergarten social competence and future wellness," American Journal of Public Health, American Public Health Association, vol. 105(11), pages 2283-2290.
    2. Silvia Cimino & Luca Cerniglia & Giulia Ballarotto & Eleonora Marzilli & Esterina Pascale & Claudio D’Addario & Walter Adriani & Angelo Giovanni Icro Maremmani & Renata Tambelli, 2019. "Children’s DAT1 Polymorphism Moderates the Relationship Between Parents’ Psychological Profiles, Children’s DAT Methylation, and Their Emotional/Behavioral Functioning in a Normative Sample," IJERPH, MDPI, vol. 16(14), pages 1-20, July.
    3. O’Connor, Amanda & Blewitt, Claire & Nolan, Andrea & Skouteris, Helen, 2018. "Using Intervention Mapping for child development and wellbeing programs in early childhood education and care settings," Evaluation and Program Planning, Elsevier, vol. 68(C), pages 57-63.
    4. Greg J. Duncan & Aaron J. Sojourner, 2013. "Can Intensive Early Childhood Intervention Programs Eliminate Income-Based Cognitive and Achievement Gaps?," Journal of Human Resources, University of Wisconsin Press, vol. 48(4), pages 945-968.
    5. Alan D. Lopez & Colin D. Mathers & Majid Ezzati & Dean T. Jamison & Christopher J. L. Murray, 2006. "Global Burden of Disease and Risk Factors," World Bank Publications - Books, The World Bank Group, number 7039.
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    Cited by:

    1. Eun Kyoung Choi & Hyeseon Yun & Eunjeong Bae, 2022. "An Online-Based Transition Care Program for Adolescents with Spina Bifida Using Intervention Mapping: A Protocol for Program Development," IJERPH, MDPI, vol. 19(3), pages 1-12, January.
    2. Adela Badau & Irina-Mihaela Trifan, 2022. "Promote Positive Behaviors in Preschoolers by Implementing an Innovative Educational Program for the Training and Development of Social and Emotional Skills (DeCo–S.E.)," IJERPH, MDPI, vol. 19(22), pages 1-16, November.
    3. Yannick van Hierden & Timo Dietrich & Sharyn Rundle-Thiele, 2021. "Designing an eHealth Well-Being Program: A Participatory Design Approach," IJERPH, MDPI, vol. 18(14), pages 1-16, July.

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