Holly S. Schindler|Jenya Kholoptseva|Soojin Oh|Hirokazu Yoshikawa|Greg J. Duncan|Katherine Magnuson|Jack P. Shonkoff
Maximizing the potential of early childhood education to prevent externalizing behavior problems: A meta-analysis
Washington College|University of Washington|Harvard University Press|Harvard University Press|New York University|University of California, Irvine|University of Wisconsin–Madison|Harvard University Press
early childhood education ece programs offer promising mechanism preventing early externalizing behavior problems later antisocial behavior yet questions remain best maximize eces potential using metaanalytic database 31 studies examined overall effect ece externalizing behavior problems differential effects 3 levels practice increasing specificity intensity aimed childrens social emotional development short found successive level programs better job prior level reducing externalizing behavior problems level 1 programs without clear focus social emotional development significant effects externalizing behavior problems relative control groups es13 sd p10 hand level 2 programs clear broad focus social emotional development significantly associated modest decreases externalizing behavior problems relative control groups es10 sd p05 hence level 2 programs significantly better reducing externalizing behavior problems level 1 programs es23 sd p01 level 3 programs intensively targeted childrens social emotional development associated additional significant reductions externalizing behavior problems relative level 2 programs es26 sd p05 promising effects came level 3 child social skills training programs reduced externalizing behavior problems half standard deviation level 2 programs es50 sd p05