Social and Emotional Learning in Norwegian Kindergarten

Study Results

Results pending

The study team has not published outcome measurements, participant flow, or safety data for this trial yet. Check back later for updates.

Basic Information

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Recruitment Status

NOT_YET_RECRUITING

Clinical Phase

NA

Total Enrollment

900 participants

Study Classification

INTERVENTIONAL

Study Start Date

2025-09-01

Study Completion Date

2028-06-30

Brief Summary

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This project evaluates the effectiveness of the Norwegian version of Second Step Early Learning (Småsteg), a program of 28 weeks that emphasizes learning, friendship skills, and managing several strong feelings (e.g., scared, worried, surprised, frustrated, excited), not only anger, on socio-emotional learning (SEL) in kindergartens versus play is a cluster randomized controlled trial. The hypothesis states that Småsteg is superior to play only in improving children's SEL. In the study, 990 children within 66 kindergartens will be recruited and allocated following the randomization at the school level. The primary outcome is based on the Strength and Difficulties Questionnaire (SDQ), which will be answered by parents and teachers at baseline, immediately after the 28 weeks of intervention and then six months after the change to the new school (K1). The secondary outcome is empathy, assessed by the Empathy Questionnaire for Children (EmQue), a parent report-based questionnaire comprising 15 items assessing three domains: emotion contagion, attention to other's feelings, and prosocial actions.

Småsteg could impact the joint attention score, which, in turn, affects the SDQ score. A mobile application (app) will be developed to track children's behaviors via teachers, parents, and children's activities. This study contributes to the scientific understanding of how such interventions can impact SEL and future academic achievement in kindergarten-aged children but also brings insights into mechanisms throughout intervention like Småsteg in early childhood might help the development of SEL, shaping early education policies and practices.

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Detailed Description

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Conditions

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Universal Behavioral Supports

Study Design

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Allocation Method

RANDOMIZED

Intervention Model

PARALLEL

Cluster randomized controll trial.

Primary Study Purpose

OTHER

Blinding Strategy

SINGLE

Outcome Assessors

Researchers are masked to the link between participant numbers and assigned arm.

Study Groups

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Norwegian version of second step early learning

The Norwegian version of the Second Step Early Learning program, in Norwegian called Steg for steg, Småsteg. This is a 28 weeks program divided into five themes which aims to enhance and strengthen children's abilities to learn, show empathy, handle their emotions, friendships, and problem solving.

Group Type EXPERIMENTAL

Norwegian version of Second Step Early Learning

Intervention Type BEHAVIORAL

The interventions is a 28 weeks program divided into five themes. The themes are 1. Skills that promotes learning, 2. Empathy, 3. Managing emotions, 4. Friendship skills and problem solving, and 5. Transitioning to school.

The intervention consists of daily activities. The guidebook is a central part of the program and provides the kindergarten teachers with practical tools and activities to implement the program in everyday settings. The guidebook includes:

28 weekly themes: Each week introduces a new theme with related activities and discussion topics.

Brain-building games: Activities designed to strengthen children's cognitive skills and self-regulation.

Songs and music: Songs that reinforce the learning of social skills. Parent connections: Information sheets and activities to involve parents in their children's social-emotional development.

Puppet theatre: The use of hand puppets Dog and Snail to illustrate and discuss feelings and social situations.

Free play

As an active comparator, these children will get the additional time for free play in their kindergartens. The additional time is a reflection of the duration of the program in the intervention group.

Group Type ACTIVE_COMPARATOR

Free play

Intervention Type BEHAVIORAL

Control kindergartens will have additional designated playtime consisting of free play for 28 weeks. The checklist for play conditions is defined as when: Time is set aside in the daily kindergarten routine where (1) it is clearly announced or signaled to the children that it is now "free play", (2) it is an absence of requirements for sedentary sitting (unless it is part of the children's play), (3) it is not a situation where children are required to follow instructions (unless it is part of the children's play or general rules in the kindergarten (?)), (4) it is an absence of a pronounced learning outcome or goal with the activities available for the children (beyond what is defined by the children themselves), (5) the children can start and finish activities themselves, and choose what they want to participate in, and (6) adults can join in the game/initiate, but on the children's terms, and the children can choose to leave this game whenever they want.

Interventions

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Norwegian version of Second Step Early Learning

The interventions is a 28 weeks program divided into five themes. The themes are 1. Skills that promotes learning, 2. Empathy, 3. Managing emotions, 4. Friendship skills and problem solving, and 5. Transitioning to school.

The intervention consists of daily activities. The guidebook is a central part of the program and provides the kindergarten teachers with practical tools and activities to implement the program in everyday settings. The guidebook includes:

28 weekly themes: Each week introduces a new theme with related activities and discussion topics.

Brain-building games: Activities designed to strengthen children's cognitive skills and self-regulation.

Songs and music: Songs that reinforce the learning of social skills. Parent connections: Information sheets and activities to involve parents in their children's social-emotional development.

Puppet theatre: The use of hand puppets Dog and Snail to illustrate and discuss feelings and social situations.

Intervention Type BEHAVIORAL

Free play

Control kindergartens will have additional designated playtime consisting of free play for 28 weeks. The checklist for play conditions is defined as when: Time is set aside in the daily kindergarten routine where (1) it is clearly announced or signaled to the children that it is now "free play", (2) it is an absence of requirements for sedentary sitting (unless it is part of the children's play), (3) it is not a situation where children are required to follow instructions (unless it is part of the children's play or general rules in the kindergarten (?)), (4) it is an absence of a pronounced learning outcome or goal with the activities available for the children (beyond what is defined by the children themselves), (5) the children can start and finish activities themselves, and choose what they want to participate in, and (6) adults can join in the game/initiate, but on the children's terms, and the children can choose to leave this game whenever they want.

Intervention Type BEHAVIORAL

Other Intervention Names

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Steg for Steg, Småsteg (Norwegian name)

Eligibility Criteria

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Inclusion Criteria

* All children in the appropriate age group are eligble for inclusion in the study.
* Kindergarten with approximately 15 children or more in the age group are eligble for enrollment.

Exclusion Criteria

* Kindergartens cannot have implemented the Norwegian version of Second Step Early Learning as an active intervention in their kindergarten for at least the past four years from the start of this study.
* Less than 15 participants in the kindergarten.

Minimum Eligible Age

4 Years

Maximum Eligible Age

6 Years

Eligible Sex

ALL

Accepts Healthy Volunteers

Yes