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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

Blewitt, Claire, Morris, Heather, Jackson, Kylie, Barrett, Helen, Bergmeier, Heidi, O'Connor, Amanda, Mousa, Aya, Nolan, Andrea and Skouteris, Helen 2020, Integrating Health and Educational Perspectives to Promote Preschoolers’ Social and Emotional Learning: Development of a Multi-Faceted Program Using an Intervention Mapping Approach, International journal of environmental research and public health, vol. 17, no. 2, pp. 1-24, doi: 10.3390/ijerph17020575.

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Title Integrating Health and Educational Perspectives to Promote Preschoolers’ Social and Emotional Learning: Development of a Multi-Faceted Program Using an Intervention Mapping Approach
Author(s) Blewitt, Claire
Morris, Heather
Jackson, Kylie
Barrett, Helen
Bergmeier, Heidi
O'Connor, Amanda
Mousa, Aya
Nolan, AndreaORCID iD for Nolan, Andrea orcid.org/0000-0003-3519-6317
Skouteris, Helen
Journal name International journal of environmental research and public health
Volume number 17
Issue number 2
Article ID 575
Start page 1
End page 24
Total pages 24
Publisher MDPI
Place of publication Basel, Switzerland
Publication date 2020-01-16
ISSN 1661-7827
Keyword(s) intervention mapping
intervention development
social and emotional learning
early childhood education and care
kindergarten
educator-child interactions
Science & Technology
Life Sciences & Biomedicine
Environmental Sciences
Public, Environmental & Occupational Health
Environmental Sciences & Ecology
TEACHER-CHILD INTERACTIONS
RESEARCH-PRACTICE PARTNERSHIPS
BEHAVIOR PROBLEMS
RISK-FACTORS
LITERACY INSTRUCTION
PUBLIC-HEALTH
COMPETENCE
QUALITY
CLASSROOM
CARE
Summary 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.
Language eng
DOI 10.3390/ijerph17020575
Indigenous content off
Field of Research MD Multidisciplinary
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2020, the authors
Free to Read? Yes
Use Rights Creative Commons Attribution licence
Persistent URL http://hdl.handle.net/10536/DRO/DU:30134196

Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
Open Access Collection
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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.