Tales Tool Kit: Evaluation of a Novel Resource for Socio-Emotional Learning and Literacy in Early Years

• In Event: 66.081 - Social Emotional Learning and Academic Adjustment From Early Years to Emerging Adulthood

Abstract

Early socio-emotional skills have been associated with higher academic performance through enhancement of self-awareness, motivation, and coping (Zins, Bloodworth, Weissberg, & Walberg, 2004). One early socio-emotional training program is Tales Toolkit. The aim of this study was to evaluate the effects of training in and using Tales Toolkit in Early Years settings on the Early Years Framework Stage (EYFS) achievement levels.

Tales Toolkit encourages children to identify story elements such as Character, Setting, Problem, and Solution, to match each element to a symbol, and to create narratives that includes a ‘problem’ and a solution. Teachers in Early Years Settings were trained to use Tales Toolkit via online training sessions and used it weekly with their children in group sessions, as well as embedding the symbols more widely across their learning spaces.

Quantitative teacher-ratings of child achievement was provided at baseline and the end of the academic year for the seven areas of learning and development, including communication and language, personal, social and emotional development (PSED) and literacy. Ratings are provided against age-based expectations. EYFS data is available for over 500 children aged between two and five years of age from across the UK.

A mixed-methods study examining both effects of participating in the programme on Early Years Framework Stages (EYFS) achievement levels, and the views of participating early years providers was conducted. Quantitative analyses are based on a 2 (intervention/control) x2 (Baseline/end of academic year) mixed design.
Results from a between-groups ANOVA controlling for performance at baseline suggests that children in the tales toolkit group make greater gains on several EYFS levels than comparison children whose schools had not yet had Tales Toolkit training: Literacy (F(1,617)=45.57, p<.001, ηp²=.07); Communication and language (F(1,618)= 45.02, p<.001, ηp²=.07), and PSED (F(1,618)=61.48, p<.001, ηp²=.10); Understanding the World (F(1, 572)=73.40, p<.001, ηp² =.11); and Overall phase of development (F(1,732)=143.43, p<.001, ηp² = .16).

We are also able to focus on children who are eligible for extra ‘Pupil Premium’ funding for their school (those with very low household income or are in care) and those who have English as an Additional Language. No differences in outcome were found for those students with English as an Additional Language, or those who were eligible for Pupil Premium Funding.

In addition to the quantitative approach, a thematic analysis of interview data based on eight interviews with early years practitioners was conducted. Thematic analysis of qualitative data suggests practitioners value the flexibility and inclusiveness of the resources. Practitioners discussed the effect on children in terms of engagement with literacy, including writing. The ability to train all members of staff using the online system was also reported to be helpful for schools managing limited budgets. Case studies of language and literacy development in children where specific difficulties had previously been indicated were also related.

This evaluation supports the use of Tales Toolkit as a useful strategy for developing personal, social, language and literacy skills during the early years period.

Authors

• Alice Jones, University of London - Goldsmiths

• Kate Shelley