Promoting the Social-Emotional Development of Chinese Migrant Children Using the Preschool “PATHS” Curriculum

• In Event: Considering Culture and Contexts in Socio-Emotional Learning

Abstract

The rapid urbanization process in China has resulted in an increasing number of preschoolers migrating from rural to urban areas (Duan et al., 2013). Migrant children often encounter social-emotional difficulties in the process of adjusting to urban environment (Lu et al., 2021; Sun, 2011). However, there exist few intervention programs aiming to improve the social-emotional wellbeing of migrant children in China. Utilizing the Promoting Alternative Thinking Strategies (PATHS) curriculum, a program widely used in preschools worldwide, this study intended to evaluate the effectiveness of the PATHS curriculum on the social-emotional development of Chinese migrant preschoolers. The PATHS curriculum integrates five core skill domains, including self-awareness, self-management, social awareness, relationship skills, and responsible decision-making (Greenberg et al., 1995). Empirical studies have demonstrated its effectiveness for disadvantaged children (Bierman et al., 2008, 2010; Greenberg & Kusché, 1998). This study would provide empirical evidence for the use of the PATHS curriculum as well as important implications for the development of culturally appropriate social-emotional learning programs in the Chinese context.

This study included 178 migrant preschoolers (Mage = 5.08±0.31, 50.56% boys) recruited from four preschools in Shanghai. Two schools were placed in the intervention group while the other two were in the control group. The PATHS curriculum was implemented in the intervention schools for three semesters. Children’s social-emotional development was measured at three time points with a six-month interval (i.e., pre-, mid-, and post-intervention). The Kusché Emotional Inventory (KEI; Greenberg & Kusché, 1998) was a one-on-one assessment to measure children’s emotion knowledge. Teachers reported children’s emotion regulation using the Emotion Regulation Checklist (ERC; Shields & Cicchetti, 1997) and children’s problem behaviors and social skills using the PATHS Evaluation Kit (Kusché & Greenberg, 2005). Parents also completed the ERC. Additionally, they reported children’s social-emotional strengths and behavior concerns using the Devereux Early Childhood Assessment for Preschoolers-Second Edition (LeBuffe & Naglieri, 1999). Finally, focus group interviews were conducted to gain insights into teachers’ experiences and reflections on the implementation of the PATHS curriculum in Chinese preschools.

Latent growth curve modeling was used to first examine children’s patterns of growth in social-emotional development and then test the effects of the PATHS intervention on child outcomes. Compared to children in the control group, children receiving the PATHS curriculum showed lower levels of emotional lability and aggressive/disruptive behavior and higher levels of concentration/attention and social-emotional competence post-intervention. They also showed faster growth in multiple aspects of social-emotional development (Table 1). In addition, although the intervention did not have a significant main effect on children’s emotion knowledge, its effects varied for boys and girls, such that it improved the emotion knowledge in girls, but not in boys (Figure 1). However, the intervention did not have significant effects on parent-reported social-emotional outcomes. The interview data will be analyzed to provide explanation for the above findings.

Our study did demonstrate the potential of using the PATHS curriculum in Chinese preschools to promote migrant children’s social-emotional development. However, its content and teacher/parent training also need to be carefully adapted to Chinese culture.

Authors

• Zhen Zhang, East China Normal University
  Presenting Author

• Xiaoxin Fu, East China Normal University

• Lixin Ren, East China Normal University