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dc.titleSocioemotional Learning in Early Childhood Education: Experimental Evidence from the Think Equal Program’s Implementation in Colombia
dc.contributor.authorMateo-Berganza Díaz, María Mercedes
dc.contributor.authorNäslund-Hadley, Emma
dc.contributor.authorCabra, Margarita
dc.contributor.authorVélez Medina, Laura Felizia
dc.contributor.authorSantos Morales, Humberto
dc.contributor.editorKennedy, Steven
dc.contributor.orgunitEducation Division
dc.coverageColombia
dc.coverageLatin America and the Caribbean
dc.date.available2023-05-03T00:05:00
dc.date.issue2023-05-02T00:05:00
dc.description.abstractIn this article we experimentally evaluate Colombias Think Equal program, which teaches socioemotional skills to children ages 3 to 6. Given the context of COVID-19, the original design was adapted as a hybrid model, alternating in-person and remote instruction and engaging families in the implementation of the curriculum. We found that the program had positive effects on childrens prosocial behavior, self-awareness, and cognitive learning. The intervention also had an impact on education centers personnel (community mothers) and caregivers implementing the activities. Treated community mothers had higher levels of empathy, lower negative health symptoms, better pedagogical practices, and a closer relationship with the childrens caregivers compared with those in the control group. Treated caregivers had better stimulation practices and lower negative health symptoms compared with those in the control group. These findings suggest that a well-designed intervention has the potential to develop socioemotional skills in children at an early age and, at the same time, to develop capacities in those who implement the activities. Our results have important implications for the design, implementation, and evaluation of early childhood socioemotional learning programs and provide novel evidence about the challenges faced by interventions combining face-to-face and remote learning.
dc.format.extent28
dc.identifier.doihttp://dx.doi.org/10.18235/0004877
dc.identifier.urlhttps://publications.iadb.org/publications/english/document/Socioemotional-Learning-in-Early-Childhood-Education-Experimental-Evidence-from-the-Think-Equal-Programs-Implementation-in-Colombia.pdf
dc.language.isoen
dc.publisherInter-American Development Bank
dc.subjectChildren
dc.subjectEarly Childhood Development
dc.subjectSocio-Emotional Skill
dc.subjectSocio-Emotional Development
dc.subjectBlended Learning
dc.subjectSkills
dc.subjectRandomized Controlled Trial
dc.subjectEarly Childhood Education
dc.subjectEducational Research
dc.subjectCurriculum
dc.subjectLearning
dc.subjectEducation
dc.subjectPopulation Aging
dc.subject.jelcodeC93 - Field Experiments
dc.subject.jelcodeI20 - Education and Research Institutions: General
dc.subject.jelcodeI24 - Education and Inequality
dc.subject.keywordsPreschool learning;socioemotional learning;early childhood development;parent engagement;randomized controlled trial
dc.typeWorking Papers
idb.identifier.pubnumberIDB-WP-01410
idb.operationCO-T1524
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