Social Emotional and Ethical Development (SEED) Video Curriculum

NCT06210932 | Completed

• 1 other identifier: SBRE-23-0422
• Study Type: interventional
• Target: 160
• Locations: 1 country
• Sites: 1

Brief Summary

The objectives of the present study are to(1)By implementing the SEED Program and using videos as an intervention, the research aims to enhance these critical skills in young children.(2)The study will be the first of its kind to utilize SEED videos as an intervention for pre-schoolers in Hong Kong.(3)If the intervention proves to be effective, the SEED video project can potentially serve as a pilot program for kindergartens in Hong Kong, introducing more children to the SEED Program and its benefits.

Conditions

Development, Child; Mindfulness

Keywords

social and emotional skills development; early childhood

Outcome Measures

Primary Outcomes (6)

• Social Skills Improvement System-Rating Scales (Preschool Parents version) (SSIS - SEL)

  The Social Skills Improvement System-Rating Scales (Preschool Parents version) consists of 20 items which assess children's skills in each of the five social-emotional learning competencies: Self-Awareness, Self-Management, Social Awareness, Relationship Skills, Responsible Decision Making. Parents indicate answer to the question on 4-point scale ranging from 1 (not at all) to 4(often).

  4th week

• Strengths and Difficulties Questionnaire (SDQ)

  A 20-item internalizing and externalizing problems subscales of the Strengths and Difficulties Questionnaire will be used to access their child's adjustment difficulties on a 3-point scale ranging from 1 (not true) to 3 (certainly true). The internalizing problems subscale capture emotional symptoms and peer relationship problems, whereas the externalizing problems subscale capture conduct problems and hyperactivity/inattention.

  4th week

• Delay of Shared Gratification Task

  The 5-minute Delay of Shared Gratification Task measures children's sharing behavior involving the small stickers. Children will be asked to share 1-2 stickers with other people over four instances, such as sharing with cost, sharing without cost, and delay of sharing.

  4th week

• Head-Toe-Knees-Shoulders task (HTKS)

  The 10-minute Head-Toe-Knees-Shoulders task (HTKS) measures children's behavioral regulation. Specifically, the task requires children to do the opposite of commands. For each command, the experimenter uses a 3-point scale to record the child's responses at 0 = incorrect, 1 = self-correct, and 2 = correct.

  4th week

• Disappointing Gift Task

  Disappointing Gift Task measures children's emotion regulation. Specifically, they are informed that they will receive a very nice gift but end up receiving an undesirable gift, e.g., trash paper. Children's facial expression will be observed and coded based on Saarni's emotion coding system.

  4th week

• Children's Behavioral Questionnaire(CBQ) age 3-7

  In the CBQ, parents are asked to rate their child on a 7-point scale ranging from 1 (extremely untrue of your child) to 7 (extremely true of your child). Parents are also provided with a Not Applicable response option when the child has not been observed in the situation described. The standard form consists 15 subscales, in this study, 3 subscales(35 items in total) from standard form are used, namely Attentional Control, Impulsivity and Inhibitory Control.

  4th week

Study Arms (2)

Intervention group-seed video

EXPERIMENTAL

The participants will engage in a total of four weeks of intervention. The intervention sessions are conducted three times per week, there will be a total of 12 intervention sessions. The intervention group will receive a social, emotional, and ethical development video intervention. They will watch three videos per week for a total of four weeks. The videos will be designed to promote social, emotional, and ethical development.

Behavioral: Social, Emotional, and Ethical Development (SEED) curriculum videos

Control group-languag enhancement video

NO INTERVENTION

The participants will engage in a total of four weeks of intervention. The intervention sessions are conducted three times per week, there will be a total of 12 intervention sessions. The participants in control group will watch a language enhancement video.

Interventions

Social, Emotional, and Ethical Development (SEED) curriculum videos BEHAVIORAL

In response to fulfilling children's urgent psychosocial needs, the Bodhi Love Foundation (BLF) adapted the Kindness Curriculum for young children in Hong Kong by translating it from English to Chinese and adapting its length and content for implementation in the local kindergarten context. The adapted Kindness Curriculum, renamed as Social, Emotional, and Ethical Development curriculum (SEED), A series of videos are developed based on the SEED curriculum, with specific themes for children in K2 and K3, each video last for approximately 10-12 minutes. They will watch three videos per week for a total of four weeks. The videos will be designed to promote social, emotional, and ethical development.

Intervention group-seed video

Eligibility Criteria

• Age: 3 Years - 7 Years
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17)

You may qualify if:

• \- For children: aged 3-7 years old, understand Cantonese
• \- For parents: aged 18 years old or above, understand Cantonese

You may not qualify if:

• Unable to understand Cantonese

Sponsors & Collaborators

• Chinese University of Hong Kong: lead

Study Sites (1)

Dept of Psychology, CUHK

Hong Kong, Hong Kong

Location

Related Publications (14)

• Gunter, L., Caldarella, P., Korth, B. B., & Young, K. R. (2012). Promoting social and emotional learning in preschool students: A study of strong start pre-K. Early Childhood Education Journal, 40(3), 151-159. doi:10.1007/s10643-012-0507-z

  BACKGROUND

• Ling DS, Wong CD, Diamond A. Do children need reminders on the Day-Night task, or simply some way to prevent them from responding too quickly? Cogn Dev. 2016 Jan-Mar;37:67-72. doi: 10.1016/j.cogdev.2015.10.003.

  PMID: 26949287 BACKGROUND

• Mischel, W. (2014). The marshmallow test : Mastering self-control. New York: Little, Brown and Company.

  BACKGROUND

• Shukla-Mehta, S., Miller, T., & Callahan, K. J. (2010). Evaluating the effectiveness of video instruction on social and communication skills training for children with autism spectrum disorders: A review of the literature. Focus on Autism and Other Developmental Disabilities, 25(1), 23-36. doi:10.1177/1088357609352901

  BACKGROUND

• Blewitt C, Fuller-Tyszkiewicz M, Nolan A, Bergmeier H, Vicary D, Huang T, McCabe P, McKay T, Skouteris H. Social and Emotional Learning Associated With Universal Curriculum-Based Interventions in Early Childhood Education and Care Centers: A Systematic Review and Meta-analysis. JAMA Netw Open. 2018 Dec 7;1(8):e185727. doi: 10.1001/jamanetworkopen.2018.5727.

  PMID: 30646283 BACKGROUND

• Bornstein MH, Hahn CS, Haynes OM. Social competence, externalizing, and internalizing behavioral adjustment from early childhood through early adolescence: developmental cascades. Dev Psychopathol. 2010 Nov;22(4):717-35. doi: 10.1017/S0954579410000416.

  PMID: 20883577 BACKGROUND

• Collaborative for Academic, Social, and Emotional Learning (CASEL). (2021). CASEL's SEL Framework. https://casel.org/casel-sel-framework-11-2020/

  BACKGROUND

• Curriculum Development Council, Education Bureau, Hong Kong SAR. (2017). Kindergarten education curriculum guide: Joyful learning through play balanced development all the way.

  BACKGROUND

• Dunning D, Tudor K, Radley L, Dalrymple N, Funk J, Vainre M, Ford T, Montero-Marin J, Kuyken W, Dalgleish T. Do mindfulness-based programmes improve the cognitive skills, behaviour and mental health of children and adolescents? An updated meta-analysis of randomised controlled trials. Evid Based Ment Health. 2022 Jul 12;25(3):135-42. doi: 10.1136/ebmental-2022-300464. Online ahead of print.

  PMID: 35820989 BACKGROUND

• Flook L, Goldberg SB, Pinger L, Bonus K, Davidson RJ. Mindfulness for teachers: A pilot study to assess effects on stress, burnout and teaching efficacy. Mind Brain Educ. 2013 Sep;7(3):10.1111/mbe.12026. doi: 10.1111/mbe.12026.

  PMID: 24324528 BACKGROUND

• Flook L, Goldberg SB, Pinger L, Davidson RJ. Promoting prosocial behavior and self-regulatory skills in preschool children through a mindfulness-based Kindness Curriculum. Dev Psychol. 2015 Jan;51(1):44-51. doi: 10.1037/a0038256. Epub 2014 Nov 10.

  PMID: 25383689 BACKGROUND

• Heckman, J. J. (2011). The economics of inequality: The value of early childhood education. American Educator, 35(1), 31.

  BACKGROUND

• Unicef. (2021, October 15). State of the world's children, caring for children's mental health. Retrieved February 15, 2023.

  BACKGROUND

• World Health Organization. (2018). United Nations Children's Fund, World Bank Group. Nurturing care for early childhood development: a framework for helping children survive and thrive to transform health and human potential. Geneva: World Health Organization. https://apps.who.int/iris/bitstream/handle/10665/272603/9789241514064-eng.pdf

  BACKGROUND

MeSH Terms

Interventions

Seeds

Intervention Hierarchy (Ancestors)

Food; Diet, Food, and Nutrition; Physiological Phenomena; Food and Beverages

Study Officials

• Winnie WS Mak

  Chinese University of Hong Kong

  PRINCIPAL INVESTIGATOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: SINGLE
• Who Masked: PARTICIPANT
• Purpose: OTHER
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Professor

Study Record Dates

• First Submitted: January 8, 2024
• First Posted: January 18, 2024
• Study Start: January 20, 2023
• Primary Completion: April 18, 2024
• Study Completion: April 18, 2024
• Last Updated: May 17, 2024

Record last verified: 2024-05

Data Sharing

• IPD Sharing: Will not share

Locations

HK (1)