The Sign 4 Big Feelings intervention to improve early years outcomes in preschool children: outcome evaluation
Abstract
Any delays in language development may affect learning, profoundly influencing personal, social, and professional trajectories. The effectiveness of the Sign 4 Big Feelings (S4BF) intervention was investigated by measuring changes in early years outcomes (EYOs) after a 3-month period. This study aims to determine whether children's well-being and EYOs significantly improve (beyond typical, expected development) after the S4BF intervention period and whether there are differences between boys and girls in progress achieved. An evaluation of the S4BF intervention was conducted with 111 preschool-age children in early years settings in Luton, United Kingdom. Listening, speaking, understanding, and managing feelings and behavior, in addition to the Leuven well-being scale, were assessed in a quasi-experimental study design to measure pre- and postintervention outcomes. Statistically and clinically significant differences were found for each of the 7 pre- and postmeasures evaluated: words understood and spoken, well-being scores, and the 4 EYO domains. Gender differences were negligible in all analyses. Children of all abilities may benefit considerably from S4BF, but a language-based intervention of this nature may be transformational for children who are behind developmentally, with English as an additional language, or of lower socioeconomic status. ISRCTN Registry ISRCTN42025531; https://doi.org/10.1186/ISRCTN42025531.Citation
Davidson R, Randhawa G (2022) 'The Sign 4 Big Feelings intervention to improve early years outcomes in preschool children: outcome evaluation', JMIR pediatrics and parenting, 5 (2), e25086.Publisher
JMIR PublicationsJournal
JMIR pediatrics and parentingDOI
10.2196/25086PubMed ID
35594062Additional Links
https://pediatrics.jmir.org/2022/2/e25086/Type
ArticleLanguage
enISSN
2561-6722EISSN
2561-6722ae974a485f413a2113503eed53cd6c53
10.2196/25086
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