Head Start Classroom-based Approaches and Resources for Emotion and Social Skill Promotion (Head Start CARES)

Completed · Not applicable

Conditions studied: Teacher Practice, Child Social-Emotional Development

In brief

The purpose of this study was to deepen the evidence base for interventions that support the social-emotional skills that underlie children's engagement and attention to learning tasks by schools (learning behaviors) and their social interactions with teachers and peers (social behaviors). The study tested three theoretically-distinct approaches to enhancing children's social-emotional development, along with a comprehensive coaching and training model, on a large scale within the Head Start system.

Key facts

Study ID: NCT02257814
Run by: MDRC
People needed: 2670
Starts: 2009-04-01
Last updated by the study team: 2014-10-06

Who can join

Age: 3 and older, up to 4. Sex: any. Healthy volunteers: accepted.

You may qualify if…

Grantees had to have at least 4 centers with a similar racial/ethnic composition
An equal number of classrooms with full-day or part-day programs
And a similar mix of four-year-old-only and mixed-age (three-and four-year-old) classrooms.
Children had to speak English and Spanish.

You may not qualify if…

A grantee was excluded from the sample if it: only ran early Head Start programs
Only served migrant children
Was located in a U.S. territory
Only or mostly provided family child care or home services
Was more than 100 miles from a "primary airport,"
Operated fewer than 4 centers with two classrooms each
Had been in operation for less than 2 years
Was not in compliance with Head Start Standards
They were already systematically implementing a social-emotional curriculum or participating in another evaluation study.

Where it is running

MDRC — New York, New York, United States

Full record on ClinicalTrials.gov

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