An Evaluation of the Preschool PATHS Curriculum on the Development of Preschool Children

Autor/inn/en	Hughes, Cerian; Cline, Tony
Titel	An Evaluation of the Preschool PATHS Curriculum on the Development of Preschool Children
Quelle	In: Educational Psychology in Practice, 31 (2015) 1, S.73-85 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-7363
DOI	10.1080/02667363.2014.988327
Schlagwörter	Curriculum Evaluation; Preschool Education; Emotional Development; Social Development; Behavior Problems; Control Groups; Perspective Taking; Questionnaires; Vocabulary Skills; Parent Attitudes; Attention Control; Prosocial Behavior; Program Effectiveness; Educational Psychology; Teacher Attitudes; Foreign Countries; Check Lists; Measures (Individuals); Pretests Posttests; Semi Structured Interviews; Preschool Children; Preschool Teachers; United Kingdom; Strengths and Difficulties Questionnaire + Suchen Sie Ihr Suchwort? Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Pre-school education; Vorschulerziehung; Gefühlsbildung; Soziale Entwicklung; Zukunftsperspektive; Fragebogen; Aktiver Wortschatz; Elternverhalten; Aufmerksamkeitstest; Erziehungspsychologie; Pädagogische Psychologie; Lehrerverhalten; Ausland; Checkliste; Messdaten; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Großbritannien
Abstract	This study evaluated the efficacy of preschool Promoting Alternative Thinking Strategies (PATHS), an early years curriculum designed to improve children's social and emotional competence, and reduce problem behaviour. Fifty-seven children aged three to four years took part in the study over one academic year. The control group (Group 1) received no preschool PATHS curriculum, Group 2 received an adapted version, and Group 3 received the full preschool PATHS curriculum. Relevant vocabulary and perspective-taking skills were assessed before and after the intervention alongside behavioural questionnaires completed by preschool staff and parents. Staff views were investigated. Group 3 significantly improved on some measures, but Groups 1 and 2 showed no significant improvements. Children who received the full version of the preschool PATHS curriculum exhibited less problem behaviour, showed better emotional knowledge, better attentional skills, and better prosocial behaviour. The contribution of the local Educational Psychology Service to the initiative is discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06