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dc.contributor.authorDavidson, Rosemary
dc.contributor.authorRandhawa, Gurch
dc.contributor.illustrator
dc.date.accessioned2022-05-27T10:48:58Z
dc.date.available2022-05-20T00:00:00Z
dc.date.available2022-05-27T10:48:58Z
dc.date.issued2022-05-20
dc.identifier.citationDavidson 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.en_US
dc.identifier.issn2561-6722
dc.identifier.pmid35594062
dc.identifier.doi10.2196/25086
dc.identifier.urihttp://hdl.handle.net/10547/625410
dc.description.abstractAny 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.en_US
dc.language.isoenen_US
dc.publisherJMIR Publicationsen_US
dc.relation.urlhttps://pediatrics.jmir.org/2022/2/e25086/en_US
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectearly years outcomesen_US
dc.subjectlanguage developmenten_US
dc.subjectsign languageen_US
dc.subjectwell-beingen_US
dc.titleThe Sign 4 Big Feelings intervention to improve early years outcomes in preschool children: outcome evaluationen_US
dc.typeArticleen_US
dc.identifier.eissn2561-6722
dc.contributor.departmentUniversity of Bedfordshireen_US
dc.identifier.journalJMIR pediatrics and parentingen_US
dc.date.updated2022-05-27T10:45:45Z
dc.description.notegold open access


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