<img height="1" width="1" style="display:none" src="https://www.facebook.com/tr?id=210817554368818&amp;ev=PageView&amp;noscript=1">

The Research Behind Our Evidence-Based Programs

Evidence-Based, Preventive Intervention, begin to ECSEL Promotes Academic Success

Our evidence-based begin to ECSEL approach is informed by neuroscientific advances and child development studies shows that our earliest years are a sensitive and critical period for the development of the building blocks of emotional intelligence which include emotional competencies, self-regulation, empathy, and other key foundational emotional, cognitive and social skills.

Our pivotal new research paper The impact of begin to ECSEL on children’s self-regulation, executive functions and learning published in Early Child Development and Care, demonstrates that children enrolled in the begin to ECSEL training program performed significantly better in self-regulation and executive functions, positively affecting impulse control and the brains' ability to learn as a direct result of the prevention intervention model.

Our peer-reviewed study published in the International Journal of Emotional Education and The International Journal of Child Care and Education Policy also demonstrates that children who experience begin to ECSEL significantly improve and outperform their peers on these critical skills and competencies.

Study results underscore the importance of the connection in developing children’s emotional competence to their ability to use appropriate ways to get their needs met, constructively resolve conflicts, and effectively solve problems. These skills can and should be taught early, as evidenced by begin to ECSEL. The program also has been shown to build positive relationships, healthy interpersonal skills, strong prosocial behaviors, critical thinking skills, and empathic understanding.

Study findings also come at a time when it has been shown that supportive interactions with teachers can lead to increased motivation in students, and that caring, supportive relationships are a predictor of children’s motivation and achievement. They echo broader findings of larger studies showing that children who learn social-emotional skills early in life are more self-confident, trusting, empathic, intellectually inquisitive, competent in using language to communicate, and better able to relate well with others.

Begin to ECSEL is unique in many ways but most significantly our evidence-based program comes at a time when evidence-based programs that promote these critical competencies from birth are limited but critical and necessary for the health, well-being, and success of children.

Reinforcing the program’s relevancy is the international release of an early assessment tool by the Organization of Economic Community Development (OECD) that evaluates self-regulation, empathy, and social-emotional skills among 5.5-year-olds as a predictor and measure of the quality of national education programs globally. It directly speaks to the increased global recognition of the imperative role of these competencies and well as the importance of integrating cognitive with social and emotional learning in a child’s early years.

“Findings suggest that the earlier we can help children connect their emotions to their behaviors and thoughts, the more we can help them develop their own emotional, cognitive, and social capabilities; be empathic, and develop a strong and positive sense of self.”
Dr. Donna Housman, Ed.D

Dr. Donna Housman, Ed.D

Our Research