Abstract
BACKGROUND/OBJECTIVES: Social and Emotional Education (SEE) interventions during early childhood have shown considerable promise in enhancing children's emotion understanding, social competence, and behavioural adjustments. However, few studies have examined their long-term impact, especially across the preschool-to-primary school transition. This study evaluated the effectiveness of a manualized SEE program, Timmy's Trip to Planet Earth, in promoting emotional, behavioural, and social functioning over time. METHODS: A quasi-experimental longitudinal design was adopted with pre- and post-test assessments conducted approximately 18 months apart. Participants were 89 typically developing children (aged 59-71 months), assigned to an experimental group (n = 45) or a waiting-list group (n = 44). The program combined teacher training, classroom-based lessons, home activities, and teachers' ongoing implementation support. The effectiveness of the program was measured via the Test of Emotion Comprehension (TEC), the Strengths and Difficulties Questionnaire (SDQ), and the Social Competence and Behavior Evaluation (SCBE-30). RESULTS: Significant Time × Group interactions were observed for the TEC External and Mental components, indicating greater improvements in emotion recognition and mental state understanding in the intervention group. The SDQ revealed significant reductions in conduct problems and increased prosocial behaviours. In the SCBE-30, a significant interaction effect was found for social competence, with the intervention group showing greater improvement over time compared to the control group. CONCLUSIONS: The findings suggest that SEE programs can produce meaningful and lasting improvements in children's emotional and social skills across key educational transitions. Teacher training and family involvement likely played a critical role in supporting the program's sustained impact.