The PATHS Preschool (Promoting Alternative THinking Strategies) program promotes early childhood development and academic readiness by fostering children’s social and emotional development, pre-K literacy, character development, problem-solving abilities, and other life skills needed for positive relationships. Activities in the PATHS Preschool program emphasize writing, reading, story-telling, singing, drawing, and science and math concepts. Cognitive skills, such as the abilities to sustain attention, plan sequences of action, think reflectively, solve problems, and accurately anticipate and evaluate situations, are also an integral part of the PATHS Preschool curriculum.
- Early Childhood
- Peer influences (Proximal Influence)
- Effective Schools (Proximal Influence)
- Cognitive development (Primary Outcome)
- Social and emotional competence (Primary Outcome)
- Absence of psychological and problem behaviors (Primary Outcome)
Channing Bete Company One Community Place South Deerfield, MA 01373
800-628-7733 (phone) 360-876-5263 (fax) email@example.com
How it Operates
The PATHS Preschool program can be integrated into any preschool learning curriculum. The program includes 44 lessons covering 9 units. The lessons are designed to be delivered weekly. However, the timing and frequency of PATHS Preschool lessons alternatively can be modified to meet the needs of the preschool learning environment.
The PATHS Preschool program is divided into various thematic units such as compliments, feelings, and self-control. The lessons, which the students' teacher delivers, use modeling stories, discussions, puppet characters, pictures, and role-play to promote children’s social and emotional development, literacy, character development, problem-solving abilities, and other life skills needed for positive relationships. Additionally, extension activities such as cooperative projects and games give children the opportunity to practice the skills that they have learned.
Certified, experienced trainers, who help participants gain in-depth knowledge of the programs' contents and intended goals, lead training workshops to deliver the PATHS Preschool program. For training information contact:
Dorothy Morelli, PATHS Training LLC / Telephone: (615) 364-6606 / E-mail: firstname.lastname@example.org
Materials needed to deliver PATHS Preschool include (a) a PATHS Preschool Instructors’ Manual, (b) 2 PATHS Preschool Curriculum Manuals, (c) 5 PATHS Preschool Storybooks, (d) 4 PATHS Preschool Puppets, (e) PATHS Preschool Posters, (f) PATHS Preschool “Feelings” Display Chart, (g) PATHS Preschool “Feelings” Face Cards, (h) PATHS Preschool “Feelings” Photographs, (i) 2 PATHS Preschool Turtle Magnets, and (j) a PATHS Preschool Turtle Stamp and Pad.
All materials are included as part of the purchase of the complete PATHS Preschool Program, which is designed for use in one classroom. The complete PATHS Preschool Program can be ordered through the Channing-Bete PATHS Preschool website. For up-to-date cost information, please contact the PATHS Preschool program administrators or check current pricing online.
Sampling of Key References Supporting Evidence Base for the Program
Domitrovich, C. E., Cortes, R. C., & Greenberg, M. T. (2007). Improving young children's social and emotional competence: A randomized trial of the PATHS Preschool(R) curriculum. The Journal of Primary Prevention 28, 67-91. ↩
Bierman, K.L., Domitrovich, C.E., Niz, R.L., Gest, S.D., Welsh, J.A., Greenberg, M.T., Blair, C., Nelson, K.E., & Gill, S. (2008). Promoting academic and social-emotional school readiness: The Head Start REDI program. Child Development, 79, 1802-1817. ↩
Greenberg, M. T., Kusché, C. A., Cook, E. T., & Quamma, J. P. (1995). Promoting emotional competence in school-aged children: The effects of the PATHS curriculum. Developmental Research and Psychopathology, 7, 117-36. ↩
Greenberg, M. T., & Kusché, C. A. (1998). Preventive intervention for school-age deaf children: The PATHS curriculum. Journal of Deaf Studies and Deaf Education, 3, 49-63. ↩
The Conduct Problems Prevention Research Group. (1999). Initial impact of the Fast Track Prevention trial for conduct problems: II. Classroom effects." Journal of Consulting and Clinical Psychology, 67, 648-57. ↩
Kam, C. M., Greenberg, M. T., & Walls, C. T. (2003). Examining the role of implementation quality in school-based prevention using the PATHS curriculum." Prevention Science, 4, 55-63. ↩
Kam, C., Greenberg, M. T., & Kusché, C. A. (2004)., Sustained effects of the PATHS curriculum on the social and psychological adjustment of children in special education. Journal of Emotional and Behavioral Disorders, 2004, 66-78. ↩