Development, ChildNCT06210932
Social Emotional and Ethical Development (SEED) Video Curriculum
A study testing Social, Emotional, and Ethical Development (SEED) curriculum videos in people with Development, Child and Mindfulness, run by Chinese University of Hong Kong at 1 site in Hong Kong.
Trial 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… Read more about this study
- Who is it for?
- Ages 3 to 7 yearsHealthy volunteers can take part
- Conditions the study is for
- Development, Child, Mindfulness
- What is being tested?
- Social, Emotional, and Ethical Development (SEED) curriculum videos
- Type of treatment
- Lifestyle or therapy programme
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 160 participants
- Where
- 1 siteHong Kong
- Study dates
- 20 Jan 2023to 18 Apr 2024
- Phase
- Interventional
- Are there results?
- None posted in the registry
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages 3 to 7 years
- All sexes
- Healthy volunteers accepted
- Child
Who may be able to join
- For children: aged 3-7 years old, understand Cantonese
- For parents: aged 18 years old or above, understand Cantonese
Who cannot join
- Unable to understand Cantonese
Trial locations and contacts
1 site in 1 country.
About this study
Official title: Effects of Social, Emotional and Ethical Development Curriculum (SEED) Video Intervention on Preschoolers: A Randomized Controlled Trial
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.
Read the detailed description
In today's Hong Kong climate of increased focus on children's academic achievement through spoon-fed education, this learning only emphasises children's literacy and subject knowledge. However, "spoon-fed" education is always divorced from the social context, it leads our new generation to be considered as not knowing how to get along with others, lacking emotional management skills, and lacking perseverance and resilience.
Children's social, emotional and moral development are as important as subject knowledge. It is found that children's social-emotional skills can predict their academic performance, more specifically children with higher levels of social-emotional competence show better academic performance, including higher literacy and math scores.
In Hong Kong, most kindergarten curricula are compiled based on the Education Bureau's Kindergarten Education Curriculum Guidelines. Few curricula focus on social, emotional and moral development. Therefore, Bodhi Love Foundation has launched the SEED (Social, Emotional, Ethical Development) Program recently. The SEED Program aims to foster the critical skills for the development of self-awareness, empathy and interconnectedness in young children.
In the post-COVID-19 era of the 21st century, online learning is convenient and students are accustomed to taking video classes at home. Hence, this study will develop a series of videos based on the SEED Program which will serve several purposes: (a) It will become the first study of using SEED video as an intervention for pre-schoolers in Hong Kong (b) It will contribute to our understanding of SEED Video as an intervention, its effect for pre-schooler (c) If the intervention is effective, the SEED video project can become a pilot project for Hong Kong kindergartens to expose more children to SEED.
This study will focus on students in a kindergarten in the North District of Hong Kong, and the results are planned to be expanded to include K2 and K3.
III. Identification of the research problem
- Does the SEED (Social, Emotional, Ethical Development) video project increase children's social skills?
- Does the SEED video project enhance the emotional management skills of children?
- Does the SEED video project improve the executive function of children? IV. Literature Review The most widely used psychological experiments for assessing children's inhibitory has been using structured tests.
The marshmallow test is the most well-known method for assessing children's ability to self-control. In this test, a child is offered a choice between a small immediate reward, such as a marshmallow, or a larger delayed reward, such as two marshmallows, if they can wait for a certain period without eating the initial reward, they can receive the larger delayed reward.
Another widely used task of measuring executive function is the day-night task. In this task, children are required to say the opposite of what they see on the stimulus cards, for instance, say "night" when a white card with the sun is shown and say "day" when a black card with a moon is shown.
The experiments mentioned above were used in this study to achieve a more comprehensive assessment of executive functions in young children. In the marshmallow experiment, stickers will be used as rewards, and an additional component of sharing with others will be included to test children's social skills and willingness to share with others.
In addition, researchers conducted a study to investigate the effectiveness of a video-based social skills training program for developing pre-schoolers. They found that the use of videos is engaging and helpful in promoting social skill development.
- Research Procedures
The participants in this research study will be K2-K3 pre-schoolers from a kindergarten in Hong Kong. The activities they will engage in include:
Pre-test: Before the intervention begins, the participants will undergo a pre-test to assess their baseline executive function.
Intervention: The participants will be divided into two groups: the intervention group and the control group. 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. whereas the control group will receive a language enhancement video intervention.
Post-Test: After the intervention period, both the intervention group and the control group will undergo a post-test to evaluate any changes in their executive function.
Number of Sessions: 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.
Time Commitment: The total time commitment for each participant will depend on the duration of the intervention sessions. Each intervention session lasts approximately 10-12 minutes, the participants will need to allocate approximately 2-2.5 hours over the four-week period.
- Conditions
- Development, Child, Mindfulness
- Being tested
- Social, Emotional, and Ethical Development (SEED) curriculum videos
- Keywords
- social and emotional skills development, early childhood
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Social, Emotional, and Ethical Development (SEED) curriculum videosBehavioural
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.
| Study group | Role | What they receive |
|---|---|---|
| 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. Receives: 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. |
What is being measured
The primary outcome is the main question the study is designed to answer.
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).
Measured: 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.
Measured: 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.
Measured: 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.
Measured: 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.
Measured: 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.
Measured: 4th week
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted18 Jan 2024
- Study start20 Jan 2023
- Primary completion18 Apr 2024
- Study completion18 Apr 2024
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Publications (14)Papers the sponsor has linked to this study.
- Other trials for Development, ChildStudies of the same condition, open and under way.
- More trials run by Chinese University of Hong KongThe sponsor's other registered studies.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Other
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Single blind
- Who is masked
- Participant
- Enrolment
- 160 participants (actual)
Sponsor and investigators
- Lead sponsor
- Chinese University of Hong Kong
- Sponsor type
- University, hospital or other
- Responsible party
- Principal investigator, Winnie W.S. MAK, Chinese University of Hong Kong
- Investigators
- Winnie WS Mak, Principal investigator, Chinese University of Hong Kong
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT06210932
- Sponsor's protocol ID
- SBRE-23-0422
- Status last verified
- May 2024
- First submitted
- 8 Jan 2024
- Last updated
- 17 May 2024
- Results posted
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No
Publications
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
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.
PubMed 26949287Mischel, W. (2014). The marshmallow test : Mastering self-control. New York: Little, Brown and Company.
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
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.
PubMed 30646283Bornstein 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.
PubMed 20883577Collaborative for Academic, Social, and Emotional Learning (CASEL). (2021). CASEL's SEL Framework. https://casel.org/casel-sel-framework-11-2020/
Curriculum Development Council, Education Bureau, Hong Kong SAR. (2017). Kindergarten education curriculum guide: Joyful learning through play balanced development all the way.
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.
PubMed 35820989Flook 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.
PubMed 24324528Flook 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.
PubMed 25383689Heckman, J. J. (2011). The economics of inequality: The value of early childhood education. American Educator, 35(1), 31.
Unicef. (2021, October 15). State of the world's children, caring for children's mental health. Retrieved February 15, 2023.
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
Study at a glance
From the registry record, last updated by the sponsor on 17 May 2024. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Effects of Social, Emotional and Ethical Development Curriculum (SEED) Video Intervention on Preschoolers: A Randomized Controlled Trial
- ClinicalTrials.gov ID
- NCT06210932
- Acronym / sponsor ID
- SBRE-23-0422
- Conditions
- Development, Child, Mindfulness
- Keywords
- social and emotional skills development, early childhood
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 160 participants (actual)
- Lead sponsor
- Chinese University of Hong KongUniversity, hospital or other
- Study start
- 20 Jan 2023 (actual)
- Primary completion
- 18 Apr 2024 (actual)
- Study completion
- 18 Apr 2024 (actual)
- First posted
- 18 Jan 2024 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
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.
Detailed description
In today's Hong Kong climate of increased focus on children's academic achievement through spoon-fed education, this learning only emphasises children's literacy and subject knowledge. However, "spoon-fed" education is always divorced from the social context, it leads our new generation to be considered as not knowing how to get along with others, lacking emotional management skills, and lacking perseverance and resilience.
Children's social, emotional and moral development are as important as subject knowledge. It is found that children's social-emotional skills can predict their academic performance, more specifically children with higher levels of social-emotional competence show better academic performance, including higher literacy and math scores.
In Hong Kong, most kindergarten curricula are compiled based on the Education Bureau's Kindergarten Education Curriculum Guidelines. Few curricula focus on social, emotional and moral development. Therefore, Bodhi Love Foundation has launched the SEED (Social, Emotional, Ethical Development) Program recently. The SEED Program aims to foster the critical skills for the development of self-awareness, empathy and interconnectedness in young children.
In the post-COVID-19 era of the 21st century, online learning is convenient and students are accustomed to taking video classes at home. Hence, this study will develop a series of videos based on the SEED Program which will serve several purposes: (a) It will become the first study of using SEED video as an intervention for pre-schoolers in Hong Kong (b) It will contribute to our understanding of SEED Video as an intervention, its effect for pre-schooler (c) If the intervention is effective, the SEED video project can become a pilot project for Hong Kong kindergartens to expose more children to SEED.
This study will focus on students in a kindergarten in the North District of Hong Kong, and the results are planned to be expanded to include K2 and K3.
III. Identification of the research problem
- Does the SEED (Social, Emotional, Ethical Development) video project increase children's social skills?
- Does the SEED video project enhance the emotional management skills of children?
- Does the SEED video project improve the executive function of children? IV. Literature Review The most widely used psychological experiments for assessing children's inhibitory has been using structured tests.
The marshmallow test is the most well-known method for assessing children's ability to self-control. In this test, a child is offered a choice between a small immediate reward, such as a marshmallow, or a larger delayed reward, such as two marshmallows, if they can wait for a certain period without eating the initial reward, they can receive the larger delayed reward.
Another widely used task of measuring executive function is the day-night task. In this task, children are required to say the opposite of what they see on the stimulus cards, for instance, say "night" when a white card with the sun is shown and say "day" when a black card with a moon is shown.
The experiments mentioned above were used in this study to achieve a more comprehensive assessment of executive functions in young children. In the marshmallow experiment, stickers will be used as rewards, and an additional component of sharing with others will be included to test children's social skills and willingness to share with others.
In addition, researchers conducted a study to investigate the effectiveness of a video-based social skills training program for developing pre-schoolers. They found that the use of videos is engaging and helpful in promoting social skill development.
- Research Procedures
The participants in this research study will be K2-K3 pre-schoolers from a kindergarten in Hong Kong. The activities they will engage in include:
Pre-test: Before the intervention begins, the participants will undergo a pre-test to assess their baseline executive function.
Intervention: The participants will be divided into two groups: the intervention group and the control group. 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. whereas the control group will receive a language enhancement video intervention.
Post-Test: After the intervention period, both the intervention group and the control group will undergo a post-test to evaluate any changes in their executive function.
Number of Sessions: 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.
Time Commitment: The total time commitment for each participant will depend on the duration of the intervention sessions. Each intervention session lasts approximately 10-12 minutes, the participants will need to allocate approximately 2-2.5 hours over the four-week period.
Study design
- Primary purpose
- Other
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Single blind (participant)
- Number of arms
- 2
| Arm | Type | Receives |
|---|---|---|
| Intervention group-seed video | Experimental | Behavioral: Social, Emotional, and Ethical Development (SEED) curriculum videosThe 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. |
| 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. |
Who may qualify
- Ages
- 3 to 7 years
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Child
Key inclusion criteria (2 listed)
- For children: aged 3-7 years old, understand Cantonese
- For parents: aged 18 years old or above, understand Cantonese
Key exclusion criteria (1 listed)
- Unable to understand Cantonese
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| Social, Emotional, and Ethical Development (SEED) curriculum videosIn 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. | Behavioural | Intervention group-seed video |
Primary outcome
Social Skills Improvement System-Rating Scales (Preschool Parents version) (SSIS - SEL)
Time frame: 4th week
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).
Strengths and Difficulties Questionnaire (SDQ)
Time frame: 4th week
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.
Delay of Shared Gratification Task
Time frame: 4th week
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.
Head-Toe-Knees-Shoulders task (HTKS)
Time frame: 4th week
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.
Disappointing Gift Task
Time frame: 4th week
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.
Children's Behavioral Questionnaire(CBQ) age 3-7
Time frame: 4th week
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.
Results and safety
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 17 May 2024.
- BackgroundGunter, 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: PubMed 26949287Ling 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.
- BackgroundMischel, W. (2014). The marshmallow test : Mastering self-control. New York: Little, Brown and Company.
- BackgroundShukla-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: PubMed 30646283Blewitt 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.
- Background: PubMed 20883577Bornstein 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.
- BackgroundCollaborative for Academic, Social, and Emotional Learning (CASEL). (2021). CASEL's SEL Framework. https://casel.org/casel-sel-framework-11-2020/
- BackgroundCurriculum Development Council, Education Bureau, Hong Kong SAR. (2017). Kindergarten education curriculum guide: Joyful learning through play balanced development all the way.
- Background: PubMed 35820989Dunning 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.
- Background: PubMed 24324528Flook 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.
- Background: PubMed 25383689Flook 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.
- BackgroundHeckman, J. J. (2011). The economics of inequality: The value of early childhood education. American Educator, 35(1), 31.
- Individual participant dataSharing planned: No
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Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part. This study is not recruiting at the moment.
Winnie WS Mak principal investigator
Chinese University of Hong Kong
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing Social, Emotional, and Ethical Development (SEED) curriculum videos in people with Development, Child and Mindfulness, run by Chinese University of Hong Kong at 1 site in Hong Kong.
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 2 inclusion and 1 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: finished, as of the sponsor's last update on 17 May 2024. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in Hong Kong. Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
How can a doctor refer a patient or contact the research team?
The record lists no contact. The official record names the sponsor, who can be asked directly. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Social Skills Improvement System-Rating Scales (Preschool Parents version) (SSIS - SEL) (time frame: 4th week). The study lists 6 primary outcomes in all. It is what the study was designed to measure, not a finding.
Where can I read the original study information?
On the ClinicalTrials.gov record for NCT06210932, which also lists 14 linked publications.
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 17 May 2024.