Parenting Intervention Programs Supporting Social–Emotional Development in Preschool Children: A Literature Review

Social–emotional development in early childhood lays the groundwork for school readiness, healthy relationships, and long-term well-being. Parents play a pivotal role in this process, shaping children’s emotional awareness, regulation, and social competence through everyday interactions. This literature review synthesizes evidence from 74 peer-reviewed studies to evaluate nine evidence-based parenting interventions targeting parents of preschool-aged children. The programs were analyzed with respect to their objectives, theoretical foundations, components, and the resulting outcomes for both parents and children. Across interventions, consistent benefits emerged in children, including improved emotion recognition, regulation, empathy, and prosocial behavior, as well as reductions in internalizing problems. Parents also gained in confidence and positive discipline practices. Key elements linked to effectiveness included active parent skill-building (such as modeling, role play, and guided practice), structured parent–child interactions, multi-component designs integrating home and school contexts, and flexible delivery formats that adapt to family needs. These findings underscore the critical role of parenting interventions as an evidence-based method to enhance preschoolers’ social–emotional development.