title: Maximizing the potential of early childhood education to prevent externalizing behavior problems: A meta-analysis.
abstract: Early childhood education (ECE) programs offer a promising mechanism for preventing early externalizing behavior problems and later antisocial behavior; yet, questions remain about how to best maximize ECE's potential. Using a meta-analytic database of 31 studies, we examined the overall effect of ECE on externalizing behavior problems and the differential effects of 3 levels of practice, each with increasing specificity and intensity aimed at children's social and emotional development. In short, we found that each successive level of programs did a better job than the prior level at reducing externalizing behavior problems. Level 1 programs, or those without a clear focus on social and emotional development, had no significant effects on externalizing behavior problems relative to control groups (ES=.13 SD, p<.10). On the other hand, level 2 programs, or those with a clear but broad focus on social and emotional development, were significantly associated with modest decreases in externalizing behavior problems relative to control groups (ES=-.10 SD, p<.05). Hence, level 2 programs were significantly better at reducing externalizing behavior problems than level 1 programs (ES=-.23 SD, p<.01). Level 3 programs, or those that more intensively targeted children's social and emotional development, were associated with additional significant reductions in externalizing behavior problems relative to level 2 programs (ES=-.26 SD, p<.05). The most promising effects came from level 3 child social skills training programs, which reduced externalizing behavior problems half of a standard deviation more than level 2 programs (ES=-.50 SD, p<.05).
authors.affiliation: University of Washington, College of Education, Miller Hall, Box 353600, Seattle, WA 98195, USA. Electronic address: hschindl@uw.edu.
authors.forename: Holly S
authors.initials: HS
authors.lastname: Schindler
authors.affiliation: Harvard University, USA.
authors.forename: Jenya
authors.initials: J
authors.lastname: Kholoptseva
authors.affiliation: Harvard University, USA.
authors.forename: Soojin S
authors.initials: SS
authors.lastname: Oh
authors.affiliation: New York University, USA.
authors.forename: Hirokazu
authors.initials: H
authors.lastname: Yoshikawa
authors.affiliation: University of California, Irvine, USA.
authors.forename: Greg J
authors.initials: GJ
authors.lastname: Duncan
authors.affiliation: University of Wisconsin-Madison, USA.
authors.forename: Katherine A
authors.initials: KA
authors.lastname: Magnuson
authors.affiliation: Harvard University, USA.
authors.forename: Jack P
authors.initials: JP
authors.lastname: Shonkoff
mesh_terms: D002648:Child; D002653:Child Behavior Disorders / Q000517:prevention & control*; D018479:Early Intervention, Educational / Q000379:methods / Q000592:standards / Q000706:statistics & numerical data; D006801:Humans
keywords: Child social skills training; Early childhood education; Externalizing behavior problems; Meta-analysis; Prevention