PATHS® Preschool/Kindergarten Curriculum is a preschool-/school-based intervention for young children aged 3 to 6 years old. The intervention promotes emotional and social competencies and reduces aggression and behaviour problems in preschool-aged children, while simultaneously enhancing the educational process in the classroom. It is designed to be implemented as a two-year curriculum delivered by educators and counsellors in early years settings and primary schools.
The information above is as offered/supported by the intervention provider.
3 to 6 years old
Group
The PATHS Preschool/Kindergarten is an early years setting-based intervention targeting children between 3 and 6 years of age. The intervention promotes emotional and social competencies and reduces aggression and behaviour problems in preschool-aged children, while simultaneously enhancing the educational process in the classroom. It is designed to be implemented as a two-year curriculum delivered by educators and counsellors in early years settings and primary schools.
It was developed as a universal curriculum delivered over two years in 44 sessions of 20 to 30 minutes’ duration each by preschool or primary school teachers to groups/classes of children.
PATHS lessons include instruction in: identifying and labelling feelings, expressing feelings, assessing the intensity of feelings, managing feelings, understanding the difference between feelings and behaviours, delaying gratification, controlling impulses, reducing stress, self-talk, reading and interpreting social cues, understanding the perspectives of others, using steps for problem-solving and decision-making, having a positive attitude towards life, self-awareness, non-verbal communication skills, and verbal communication skills.
The sessions are interactive and include a variety of activities including role-plays, group discussions, and games.
3 to 6 years
Can be provided as a Universal offer but generally a targeted approach to children living in families experiencing disadvantage
Disclaimer: The information in this section is as offered/supported by the intervention provider.
Science-based assumption
Poor emotional awareness and literacy at the transition to school may increase the risk of later emotional and behavioural difficulties, which may affect educational attainment.
Science-based assumption
Emotional awareness, self-control, and interpersonal problem-solving skills support positive adjustment outcomes such as improved peer relations and engagement in learning in young children.
Science-based assumption
Preschool children from disadvantaged backgrounds face risks to their social-emotional development that can impact on their later adjustment outcomes.
Intervention
The PATHS curriculum is focused on teaching students skills to (1) become more aware of and be able to label their own emotions, (2) be able to take others’ points of view and assess others’ emotions, (3) use new strategies for self-control (regulation) to be able to calm down, (4) use new interpersonal problem-solving strategies to develop and carry out effective plans for interpersonal and school-related challenges.
Short-term
Children have better accuracy in labelling and discussing their own and others’ emotions
Children are better able to calm down and self-regulate when upset or distressed
Children have improved abilities to describe interpersonal problems
Children are able to better communicate positively with peers and adults
Medium-term
Children have lower rates of behaviour problems
Children have lower rates of internalising problems
Children show improvements in engagement and attention in the classroom.
Long-term
Reduced risk of later mental health problems
Reduced risk of antisocial behaviour problems
Increased educational attainment.
Children aged 3 to 6 years old attending an early years setting or primary school.
PATHS Preschool/Kindergarten Curriculum is delivered over two years in 44 sessions of 20 to 30 minutes’ duration each by preschool or primary school teachers to groups/classes of children.
PATHS lessons include instruction in identifying and labelling feelings, expressing feelings, assessing the intensity of feelings, managing feelings, understanding the difference between feelings and behaviours, delaying gratification, controlling impulses, reducing stress, self-talk, reading and interpreting social cues, understanding the perspectives of others, using steps for problem-solving and decision-making, having a positive attitude towards life, self-awareness, non-verbal communication skills, and verbal communication skills.
The sessions are interactive and include a variety of activities including role-plays, group discussions, and games.
The practitioner who delivers this intervention is a preschool educator or classroom teacher.
The practitioners have 14 hours of intervention training. Booster training of practitioners is recommended.
It is recommended that practitioners are supervised by one intervention developer supervisor.
Intervention fidelity is maintained through the following processes:
Contact person: Mairead Ewart
Organisation: Barnardo’s
Email address: mairead.ewart@barnardos.org.uk
Websites: www.pathseducation.co.uk/
www.pathseducation.com
*Please note that this information may not be up to date. In this case, please visit the listed intervention website for up to date contact details.
PATHS Preschool/Kindergarten curriculum’s most rigorous evidence comes from several RCTs conducted in the United States.
Statistically significant child-level outcomes were evident through direct assessments and teacher reports and include children’s emotional knowledge, social problem-solving, social skills, and work-related skills. Study 1 found a longer-term impact of the intervention on teacher-reported expected grade retention.
PATHS Preschool/Kindergarten can be described as evidence-based: it has evidence from at least one rigorously conducted RCT or QED demonstrating a statistically significant positive impact on at least one child outcome, as well as at least one more RCT or QED.
Improved social problem-solving
6 months
Improvement index
Interpretation
Study
Improved knowledge of emotions
6 months
Improvement index
Interpretation
Study
Improved work-related skills
6 months
Improvement index
Interpretation
Study
| Identified in search | 3 |
| Studies reviewed | 3 |
| Meeting the L2 threshold | 2 |
| Meeting the L3 threshold | 1 |
| Contributing to the L4 threshold | 0 |
| Ineligible | 1 |
| Study design | RCT |
| Country | United States |
| Sample characteristics |
|
| Race, ethnicities, and nationalities |
|
| Population risk factors |
|
| Timing | Assessments took place pre-intervention, during early delivery, at six-month delivery, and at one-year follow-up |
| Child outcomes |
|
| Other outcomes |
|
| Study rating | 3 |
| Citations | Morris, P., Mattera, S. K., Castells, N., Bangser, M., Bierman, K., & Raver C. (2014) Impact findings from the Head Start CARES demonstration: National evaluation of three approaches to improving preschoolers’ social and emotional competence. MDRC. |
| Study design | QED |
| Country | United States |
| Sample characteristics |
|
| Race, ethnicities, and nationalities |
|
| Population risk factors |
|
| Timing |
|
| Child outcomes |
|
| Other outcomes | None |
| Study rating | 2 |
| Citations | Domitrovich, C. E., Cortes, R. C. & Greenberg, M. T. (2007) Improving young children’s social and emotional competence: A randomized trial of the preschool ‘PATHS’ curriculum. The Journal of Primary Prevention. 28(2), 67–91. |
The following studies were identified for this intervention but did not count towards the intervention’s overall evidence rating. An intervention receives the same rating as its most robust study or studies.
Little, M., Berry, V., Morpath, L., Blower, S., Axford, N., Taylor, R., & … Tobin, K. (2012). The impact of three evidence-based programmes delivered in public systems in Birmingham, UK. International Journal of Conflict and Violence. 6 (2), 260–272. This reference refers to a randomised control trial, conducted in the UK.
Note on provider involvement: This provider has agreed to Foundations’ terms of reference (or the Early Intervention Foundation's terms of reference), and the assessment has been conducted and published with the full cooperation of the intervention provider.
Rated 1: Set up and delivery is low cost, equivalent to an estimated unit cost of less than £100.
Rated 2: Set up and delivery is medium-low cost, equivalent to an estimated unit cost of £100–£499.
Rated 3: Set up and delivery is medium cost, equivalent to an estimated unit cost of £500–£999.
Rated 4: Set up and delivery is medium-high cost, equivalent to an estimated unit cost of £1,000–£2,000.
Rating 5: Set up and delivery is high cost. Equivalent to an estimated unit cost of more than £2,000.
Set up and delivery cost is not applicable, not available, or has not been calculated.
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Supporting children’s mental health and wellbeing: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.
Preventing child maltreatment: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.
Enhancing school achievement & employment: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.
Preventing crime, violence and antisocial behaviour: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.
Preventing substance abuse: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.
Preventing risky sexual behaviour & teen pregnancy: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.
Preventing obesity and promoting healthy physical development: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.
Rated 2: Has preliminary evidence of improving a child outcome from a quantitative impact study, but there is not yet evidence of causal impact.
Rated 2+: Meets the level 2 rating and the best available evidence is based on a study which is more rigorous than a level 2 standard but does not meet the level 3 standard.
Rated 3: Has evidence of a short-term positive impact from at least one rigorous study.
Rated 3+: Meets the level 3 rating and has evidence from other studies with a comparison group at level 2 or higher.
Rated 4: Has evidence of a long-term positive impact through at least two rigorous studies.
Rated 4+: Meets the level 4 rating and has at least a third study contributing to the Level 4 rating, with at least one of the studies conducted independently of the intervention provider.
Rating has a *: The evidence base includes mixed findings i.e., studies suggesting positive impact alongside studies, which on balance, indicate no effect or negative impact.
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