Social-emotional effects of early childhood education programs in Tulsa

Child Dev. Nov-Dec 2011;82(6):2095-109. doi: 10.1111/j.1467-8624.2011.01648.x. Epub 2011 Sep 28.

Abstract

This article assesses the effects of Tulsa, Oklahoma's early childhood education programs on social-emotional outcomes, examining teacher ratings of children's behavior from the Adjustment Scales for Preschool Intervention and a measure of attentiveness using fixed effects regressions with propensity score matching. The sample includes 2,832 kindergarten students in 2006, of whom 1,318 participated in the Tulsa Public Schools (TPS) pre-K program and 363 participated in the CAP of Tulsa County Head Start program the previous year. Program participation was associated with lower timidity and higher attentiveness for TPS pre-K alumni and a marginally significant reduction in timidity for Head Start alumni. Results were similar for the free lunch-eligible subsample. We conclude that high-quality, school-based preschool programs can enhance social-emotional development.

Publication types

  • Research Support, Non-U.S. Gov't

MeSH terms

  • Adaptation, Psychological*
  • Attention
  • Child Behavior*
  • Child Development*
  • Child, Preschool
  • Early Intervention, Educational*
  • Emotional Intelligence*
  • Female
  • Humans
  • Male
  • Peer Group
  • Personality Assessment
  • Social Behavior*