Systematic Review



    An exploratory, semi-systematic literature review (SSLR) (Snyder, 2019; Petticrew et al., 2006), founded upon interpreting qualitative data, which could reasonably be induced by evidence, was deployed because this particular field (whilst situated here in an education and care context) is both interdisciplinary and diverse. Therefore, we considered strategies and interventions already in use to promote quality relationships and to report upon their effectiveness with preschool children. A manual literature review (in this case a meta-synthesis) is generally a productive place to begin research in the social sciences since it captures a range of viewpoints and synthesizes a largely qualitative research landscape and determines issues where further investigation would be worthwhile (Given, 2008). Early years policy and practice have long benefited from a greater reliance on “evidence informed” (Malin & Brown, 2020, p.3) decision making, for example findings from the 40 year longitudinal study of the HighScope approach to early years education (Schweinhart & Weikart, 1988). Furthermore, Evidence Based Practice (EBP) has “gained recognition as a requirement for good professional practice – an indicator of professional accountability” (Kumar, 2019, p. 394). Since this has become an acceptable and scientific method for policy formulation and practice assessment, it will form the basis of this research question and the means to explore it. Applying this methodology allows for a cross -disciplinary approach which can contribute to a wider knowledge and understanding of the topic matter (Suri, 2017). In this way exploring research question elements, including a more granulated and nuanced exploration including neurology, psychology and sociology, can significantly improve reliability and encourage reference to other disciplines and contrasting perspectives

    The SSLR found research professing that children, who had received specific social and emotional learning interventions, demonstrated significant improvement in emotional and social competence, behavioural self-regulation, prosocial conduct, capital accumulation and early learning and educational outcomes. The nature of the claims of significant improvement will be addressed, for example, how did the authors arrive at this conclusion? A thematic analysis of the data, using Braun & Clarke's (2006) framework for analysis generated 4 themes/areas of intervention. Results fell under four major headings:
    ● Policy as intervention (e.g. raising skill and qualifications of the workforce, tackling poverty)
    ● The Emotional Environment (which included practitioner intervention or modelling)
    ● Didactic teaching strategies (many included inclusion of working with parents)
    ● Creative strategies (art, dance, music, symbolic gesturing)
    Date made available18 Mar 2021
    PublisherMendeley Data

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