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Child-Focused Interventions to Promote the Academic and Social-Behavioral Competence of Rural Preschool Children: A Meta-Analysis

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Title: Child-Focused Interventions to Promote the Academic and Social-Behavioral Competence of Rural Preschool Children: A Meta-Analysis
Language: English
Authors: Tyler E. Smith (ORCID 0000-0003-1611-9666), Melissa Stormont (ORCID 0000-0001-8914-1675), Emily Singell (ORCID 0000-0003-3970-7997), Marina McGreevy (ORCID 0009-0001-0612-5627), Wendy M. Reinke (ORCID 0000-0001-7235-624X)
Source: School Psychology Review. 2025 54(3):299-314.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 16
Publication Date: 2025
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R305C190014
Document Type: Journal Articles
Information Analyses
Descriptors: Preschool Children, Intervention, Child Development, Social Emotional Learning, Cognitive Development, Young Children, Individual Characteristics, Rural Areas
DOI: 10.1080/2372966X.2024.2399499
ISSN: 0279-6015
2372-966X
Abstract: Interventions targeting young children's development may be uniquely impactful in rural areas where resources may be sparse. Following an expansive review of the literature of over 2,200 potential studies, this meta-analysis synthesized the impacts of child-focused interventions implemented within rural settings on key preschool developmental outcomes across 14 experimental/quasi-experimental studies and 90 effects. Random effects models with robust variance estimation revealed that interventions had a significant and moderate impact across child developmental outcomes ([delta] = 0.44) and for both academic/cognitive ([delta] = 0.52) and social-behavioral competence ([delta] = 0.34). Additionally, moderation analyses indicated results to be more pronounced for preschool students of color and students enrolled in Head Start, although findings should be considered in relation to the small sample of included studies. Multicomponent interventions and interventions employing family engagement were also found to significantly contribute to preschool developmental outcomes. Practical implications, study limitations, and future directions are discussed.
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2026
Accession Number: EJ1496245
Database: ERIC
FullText Text:
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PubType: Academic Journal
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  Data: Child-Focused Interventions to Promote the Academic and Social-Behavioral Competence of Rural Preschool Children: A Meta-Analysis
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  Data: <searchLink fieldCode="AR" term="%22Tyler+E%2E+Smith%22">Tyler E. Smith</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1611-9666">0000-0003-1611-9666</externalLink>)<br /><searchLink fieldCode="AR" term="%22Melissa+Stormont%22">Melissa Stormont</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8914-1675">0000-0001-8914-1675</externalLink>)<br /><searchLink fieldCode="AR" term="%22Emily+Singell%22">Emily Singell</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3970-7997">0000-0003-3970-7997</externalLink>)<br /><searchLink fieldCode="AR" term="%22Marina+McGreevy%22">Marina McGreevy</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0001-0612-5627">0009-0001-0612-5627</externalLink>)<br /><searchLink fieldCode="AR" term="%22Wendy+M%2E+Reinke%22">Wendy M. Reinke</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7235-624X">0000-0001-7235-624X</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22School+Psychology+Review%22"><i>School Psychology Review</i></searchLink>. 2025 54(3):299-314.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 16
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  Data: 2025
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  Data: Institute of Education Sciences (ED)
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  Data: R305C190014
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  Data: Journal Articles<br />Information Analyses
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  Data: <searchLink fieldCode="DE" term="%22Preschool+Children%22">Preschool Children</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Child+Development%22">Child Development</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Emotional+Learning%22">Social Emotional Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Development%22">Cognitive Development</searchLink><br /><searchLink fieldCode="DE" term="%22Young+Children%22">Young Children</searchLink><br /><searchLink fieldCode="DE" term="%22Individual+Characteristics%22">Individual Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Rural+Areas%22">Rural Areas</searchLink>
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  Data: 10.1080/2372966X.2024.2399499
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  Data: 0279-6015<br />2372-966X
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Interventions targeting young children's development may be uniquely impactful in rural areas where resources may be sparse. Following an expansive review of the literature of over 2,200 potential studies, this meta-analysis synthesized the impacts of child-focused interventions implemented within rural settings on key preschool developmental outcomes across 14 experimental/quasi-experimental studies and 90 effects. Random effects models with robust variance estimation revealed that interventions had a significant and moderate impact across child developmental outcomes ([delta] = 0.44) and for both academic/cognitive ([delta] = 0.52) and social-behavioral competence ([delta] = 0.34). Additionally, moderation analyses indicated results to be more pronounced for preschool students of color and students enrolled in Head Start, although findings should be considered in relation to the small sample of included studies. Multicomponent interventions and interventions employing family engagement were also found to significantly contribute to preschool developmental outcomes. Practical implications, study limitations, and future directions are discussed.
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  Data: As Provided
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  Data: 2026
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  Data: EJ1496245
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1496245
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        Value: 10.1080/2372966X.2024.2399499
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      – Text: English
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      – SubjectFull: Child Development
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      – SubjectFull: Rural Areas
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