A pilot evaluation of the Positive Action prekindergarten lessons

Abstract

There is a definite need for effective intervention programmes that address the social–emotional, character and healthy development of preschool children. Strong social-emotional skills are necessary for successful transitions to formal schooling and for healthy developmental trajectories. The Positive Action (PA) programme has a long history of effectiveness in schools (K-12) and communities, but has only recently developed lessons for preschool settings. The current study reports the results of the first evaluation of these lessons. Children were randomly assigned to classrooms/instructors who had previously decided to offer PA lessons or not. Instructors in both PA and control classrooms rated children's behaviour at pretest and immediate post-test. Results suggest that the PA prekindergarten lessons are effective at improving children's skills and behaviours across all of the domains that the programme addresses.

Keywords:

• social–emotional development
• prekindergarten
• intervention

Notes on contributors

Sara A. Schmitt is an Assistant Professor in Human Development and Family Studies at Purdue University. Dr. Schmitt's research focuses on examining mechanisms and intervention and prevention efforts that support children's school readiness skills and promote healthy development.

Brian R. Flay is a Professor in the Public Health program at Oregon State University. Dr. Flay has expertise in positive youth development, prevention research methods and theory, and health promotion. He has published many articles on previous randomized trials of the Positive Action program in elementary and middle schools.

Kendra Lewis is a post-doctoral fellow at the University of California, Davis and academic coordinator for evaluation and research at California 4-H. Dr. Lewis has been involved with previous evaluations of the Positive Action program, and has published several papers related to this evaluation.