This study examined the effectiveness of the Toddlers Emotion Prosociality Program (TEPP)—a program based on SBR and conversation about emotions, inner states, and prosocial motivation—in fostering emotional competence and prosocial conduct in toddlers. Participants were 151 children (76 girls; mean age at pretest: 28.78 months, SD = 3.94; range: 2237 months) assigned to an experimental group (N = 58), who benefitted from the TEPP, or one of two control groups (N = 47 and N = 46) which were provided either with SBR and conversation on physical states or SBR and play activities, respectively. All children completed pre- and post-testing. We adopted a general linear model statistical approach. Multivariate analysis of variance for repeated measures showed that the children in the experimental condition, who benefitted from TEPP, outperformed children in the control groups on measures of emotional competence, prosocial behavior, and language ability. The central implications for implementing educational activities that incorporate SBR with groups of toddlers in daycare settings are discussed.
Grazzani, I., Scotti, A. (2026). Shared Book-Reading and the Promotion of Emotional Competence and Prosocial Conduct in Toddlerhood: The TEPP Program. In R. Schapira, D. Aram (a cura di), Shared Book Reading and Children's Social-Emotional Competence (pp. 211-230). Springer Nature [10.1007/978-3-032-14688-5_13].
Shared Book-Reading and the Promotion of Emotional Competence and Prosocial Conduct in Toddlerhood: The TEPP Program
Grazzani, I
;
2026
Abstract
This study examined the effectiveness of the Toddlers Emotion Prosociality Program (TEPP)—a program based on SBR and conversation about emotions, inner states, and prosocial motivation—in fostering emotional competence and prosocial conduct in toddlers. Participants were 151 children (76 girls; mean age at pretest: 28.78 months, SD = 3.94; range: 2237 months) assigned to an experimental group (N = 58), who benefitted from the TEPP, or one of two control groups (N = 47 and N = 46) which were provided either with SBR and conversation on physical states or SBR and play activities, respectively. All children completed pre- and post-testing. We adopted a general linear model statistical approach. Multivariate analysis of variance for repeated measures showed that the children in the experimental condition, who benefitted from TEPP, outperformed children in the control groups on measures of emotional competence, prosocial behavior, and language ability. The central implications for implementing educational activities that incorporate SBR with groups of toddlers in daycare settings are discussed.
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