Overview
Alignment with Be You Domains
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Early Support
Alignment with Early Years Learning Framework (EYLF)
- Children are confident and involved learners
- Children are connected with and contribute to their world
- Children are effective communicators
- Children have a strong sense of identity
- Children have a strong sense of wellbeing
Alignment with Australian Curriculum
- Health and PE
Target audience
- Early learning
Target groups
- Individual
- Small group
- Whole class
- Whole school
Aims
The Second Step early learning program is designed to help young learners harness their energy and potential by teaching them to listen, pay attention, manage their behaviour and get along with others. The program teaches executive function skills, self-regulation and social-emotional skills to help prepare young learners for kindergarten.Program theory
Second Step has been developed to align with the Collaborative for Academic, Social and Emotional Learning (CASEL) framework.. The framework includes 5 core competencies: self-awareness, self-management, social awareness, relationship skills and responsible decision-making.Topics
A range of topics include listening, focusing attention, self-talk, following directions, asking for what you need or want, empathy, identifying feelings (happy, sad, surprised, scared), identifying anger, caring and helping, emotion management, friendship skills, problem solving, transitioning to kindergarten, including making new friends in kindergarten.Cost
Program structure
28 weekly sessions and follow-up activities. Skills and concepts are taught through short daily activities (5-7 minutes each).Instructor
- Educator
Instructor training
Staff training toolkit and a set of support and monitoring tools. These help program coordinators prepare staff to teach the program and reinforce skills, support staff and check in on progress, and get feedback at the end of the year. Training pack includes engaging and educational videos about key concepts in the program and infographic-like handouts that are easy to understand and make the content memorable. 1-3 hours, plus ongoing monitoring and feedback throughout program.Supporting resources or materials available with program
- Manual
- Online webinars
- Workbook
Ongoing support
Support and monitoring tools are provided to help coach and support staff teaching the program and monitor their overall implementation all year.Parent involvement
- Attend information sessions
- Follow-up information provided after program
- Homework
- Written information provided to parents
Origin of program
International
Positive Pieces Education
Program authors
Committee for Children
Ratings
Summary of evidence factors
This is a summary of the evaluation or research study characteristics that contribute to the program’s evidence rating.
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Positive impact on at least one outcome for children and/or young people?
The study reported positive outcomes. |
Yes |
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Link between program description and theory of change
Theory of change refers to whether there was a comprehensive description and illustration of how and why a desired change is expected to happen in a particular context. |
Comprehensive |
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Study design
Type of study design reported. |
Randomised control trial |
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Independence
The degree to which the program authors were involved in the research. |
Completely |
Summary of implementation factors
This is a summary of the program’s characteristics that contribute to its implementation rating.
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Feedback sought from participants
Participants enjoyed the program and understood its benefits. |
No |
|---|---|
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Feedback sought from instructors
Instructors enjoyed the program and understood its benefits. |
No |
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Groups program is not suitable for
Groups the program wouldn't be suitable for or that required further research to determine suitability. |
Not assessed |
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Training provided during study
The model of training provided. |
Face to face, all instructors, in person |
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Ongoing instructor support provided during study
Whether ongoing support is provided. |
Yes |
Context
This is a summary of the context in which the evidence for the program was established.
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Study Participants
Pre school, primary school (Foundation to Year 6), secondary school (Years 7 to 12). |
Early learning |
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Country of Study/s
The location in which the evidence or research was conducted. |
International |
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Evaluation of program in culturally and linguistically diverse populations
Provider has included culturally and linguistically diverse people when assessing the program. |
Yes |
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Evaluation of program in Aboriginal and Torres Strait Islander children and young people
Provider has included Aboriginal and Torres Strait Islander peoples when assessing the program. |
No |
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Evaluation of program in low socioeconomic groups
Program has evaluated a diverse socio-economic population in their research. |
No |
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Developmental based adaptations to program design and delivery
Shorter sessions for younger students or activities are adjusted for age appropriateness. |
No |
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Evaluation of program in children and young people with disability and/or learning difference
Provider has included participants with a disability or learning difference when assessing the program. |
Yes |
Last updated: 22 September 2021