Integrating Health and Educational Perspectives to Promote Preschoolers’ Social and Emotional Learning: Development of a Multi-Faceted Program Using an Intervention Mapping Approach

Claire Blewitt, Heather Morris, Kylie Jackson, Helen Barrett, Heidi Bergmeier, Amanda O’Connor, Aya Mousa, Andrea Nolan and Helen Skouteris
Additional contact information
Claire Blewitt: Monash Centre for Health Research and Implementation, Monash University, Level 1, 43-51 Kanooka Grove, Clayton, Melbourne 3168, Australia
Heather Morris: Monash Centre for Health Research and Implementation, Monash University, Level 1, 43-51 Kanooka Grove, Clayton, Melbourne 3168, Australia
Kylie Jackson: Bestchance Child Family Care, Melbourne 3150, Australia
Helen Barrett: Bestchance Child Family Care, Melbourne 3150, Australia
Heidi Bergmeier: Monash Centre for Health Research and Implementation, Monash University, Level 1, 43-51 Kanooka Grove, Clayton, Melbourne 3168, Australia
Amanda O’Connor: Monash Centre for Health Research and Implementation, Monash University, Level 1, 43-51 Kanooka Grove, Clayton, Melbourne 3168, Australia
Aya Mousa: Monash Centre for Health Research and Implementation, Monash University, Level 1, 43-51 Kanooka Grove, Clayton, Melbourne 3168, Australia
Andrea Nolan: School of Education, Faculty of Arts and Education, Deakin University, Geelong 3220, Australia
Helen Skouteris: Monash Centre for Health Research and Implementation, Monash University, Level 1, 43-51 Kanooka Grove, Clayton, Melbourne 3168, Australia

IJERPH, 2020, vol. 17, issue 2, 1-24

Abstract: 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.

Keywords: intervention mapping; intervention development; social and emotional learning; early childhood education and care; kindergarten; educator-child interactions (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2020
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (3)

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