Merrell’s Strong Start—Pre-K

A Social & Emotional Learning Curriculum

Second Edition

by

Sara A. Whitcomb, Ph.D.

University of Massachusetts Amherst
and

Danielle M. Parisi Damico, Ph.D.

Amplify Education, Inc. Brooklyn, New York

About Strong Start

Strong Kids™: A Social and Emotional Learning Curriculum consists of five brief and practical social and emotional learning (SEL) programs that have been designed for the purpose of promoting the SEL of children in prekindergarten through 12th grade. Strong Start—Pre-K, the first volume in the Strong Kids curriculum, is for children in preschool (or approximately ages 3–5). Strong Start is designed to be both a prevention and an early intervention (EI) program, and it has a wide range of applications with high-functioning or typically developing children or with children who have learning or behavioral challenges.

We view Strong Start as a carefully designed SEL program intended to prevent the development of certain mental health problems and promote social and emotional wellness among young children. Moreover, we created this curriculum as a companion to the proven Strong Start—Grades K–2, Strong Kids—Grades 3–5, Strong Kids—Grades 6–8, and Strong Teens—Grades 9–12 programs.

The overall goals and objectives of the lessons focus on helping young students build awareness of their emotions and the emotions of others as well as create strategies for managing those emotions in healthy ways. Strong Start is a low-cost, low-technology program that can be implemented in a school or related educational setting. It does not require expensive community wraparound services or mandatory parent training groups. The advantage of this programming approach is that Strong Start is brief, efficient, skill based, and portable.

Promoting Children’s Mental Health

The primary mission of schools has traditionally been viewed as promoting the development of academic skills, but most educators, parents, and the general public support a broader mission for schools. High-quality education should teach young people to interact in socially skilled and respectful ways; practice positive, safe, and healthy behaviors; contribute ethically and responsibly; and possess basic competencies necessary for meaningful employment and citizenship.

Teaching children positive social, emotional, and behavioral skills is a critical challenge facing our society. Changes in the structure of society and families have led to an increasing percentage of children and families at risk for developing a variety of behavioral, social, and mental health problems. Between 12% and 22% of children and adolescents younger than 18 experience sufficient mental health problems to need services.

Despite the challenges, there is optimism regarding our ability to positively affect the social and emotional health of children. Developmental resilience concerns the ability of individuals to cope successfully with adversity, risk factors, and stress. The skills that enable one to cope effectively with adversity may be systematically taught and learned.

Social and Emotional Learning (SEL)

SEL has been defined as systematic, cohesive, and effective instructional programming designed to teach social and emotional skills to children. Evidence suggests that well-implemented SEL programs can lead to significant improvements in social-emotional skills and behaviors. Programs that are sequenced, active, focused, and explicit (SAFE) show statistically significant improvements in social-emotional skills, appropriate behaviors, and academic performance, and reductions in conduct problems and emotional distress.

Social and Emotional Needs of Preschool Children

A curriculum must be developmentally appropriate for preschool students. Children in this age range are concrete thinkers and have a limited vocabulary for emotions. They are learning how to initiate social interactions and develop friendships, requiring skills such as negotiation, empathy, and effective communication. A successful SEL program must consider these unique cognitive, emotional, and social development needs.

Model for Preventing Behavioral and Emotional Problems

Educational researchers have adapted a prevention model for use in school systems. This model visualizes three levels of prevention as a triangle. The base represents students not experiencing difficulties, the second level includes at-risk students, and the top includes students with significant learning or social/behavior difficulties. Moving to a systemwide prevention model requires focusing on the needs of all students and implementing universal interventions designed to promote student resilience.

An Evidence-Based Program

Efforts continue to establish a solid evidence base for the Strong Kids™ SEL curriculum. Studies have shown significant gains in students' knowledge and reductions in emotional-behavioral symptoms as a result of participating in the programs. Many of these studies indicate high satisfaction and confidence in the programs from both students and teachers, highlighting best practices in implementation.