Promoting social-emotional skills in pre-primary school. Results of a quasi-experimental study


Several studies have shown that participating in interventions promoting social-emotional skills from early childhood can contribute to improved school outcomes, even in the long term. The present quasi-experimental study compared the effectiveness of two methods of promoting social-emotional skills in 19 kindergarten students who participated in either a structured program consisting of specifically designed activities (experimental group) or a program based solely on the activity of reading a book and drawing (control group). For each child, basic emotion knowledge was measured before and after the activities using a heteroadministered questionnaire. Consistent with previous studies, the results indicate that structured activities are more effective in supporting the learning of social-emotional skills, although relevant differences emerge according to the age of the pupils.