Testing the Effectiveness of a Social and Emotional Skill Program for Preschool Children

Abstract

Socioemotional skills in children and youth are vital for protecting against risk factors and promoting prosocial behaviors. Schools play a crucial role in addressing socioemotional issues, with preventive programs enhancing student socioemotional development and fostering positive school environments. This study evaluates the effectiveness of the DROPI program, developed based on principles from the CASEL model, to promote social and emotional skills in preschool children in Portugal. The study involved 345 Portuguese preschool children (aged 3–6 years) from 16 preschool classrooms across 9 kindergartens. Using a quasi-experimental design, participants were divided into intervention and control groups and assessed at pre- and post-intervention stages. Direct assessments were conducted for vocabulary and emotional knowledge using the Peabody Picture Vocabulary Test-4 and the Portuguese version of the Emotional Knowledge Assessment Scale, respectively. Additionally, teachers and parents assessed children’s self-control, cooperation, assertiveness, and responsibility using the Portuguese version of the Social Skills Assessment System. Results indicated a significant increase in vocabulary and emotional knowledge over time in the intervention group compared to the control group. The intervention group also significantly improved self-control, reported by both teachers and parents, as well as cooperation and assertiveness as assessed by teachers. This study reinforces the importance of implementing programs that aim to enhance socioemotional development in early childhood.