Table 7.

The pattern of effects on teacher and child outcomes across promoting play and direct training interventions.

	Tools of the mind Diamond et al., 2007	Tools of the mind Clements et al., 2012	Tools of the mind Lonigan and Phillips, 2012	Tools of the mind Farran and Wilson, 2014	Tools of the mind–Play–CARES study Mattera et al., 2013; Morris et al., 2014	Tools of the mind Solomon et al., 2018	Red light/purple light McClelland et al., 2019
Teacher practice (observational assessment)
Classroom management					0
Social-emotional instruction					0
Scaffolding					X
Amount of math
Math quality
Language and literacy supports					X
Classroom climate (observational assessment)
Classroom organization					0
Emotional support					0
Instructional support					0
Executive function and behavioral regulation
Executive function	X	0	0	0	0	0	X
Behavior problems					0	0
Emotion knowledge and social problem-solving skills (direct assessments)
Emotion knowledge					X
Social problem-solving skills					0
Learning and social behaviors
Learning behaviors					0
Social behaviors					0	0
Academic outcomes
Math			0	0	X	0	X
Language/Literacy			0	0	0	0	0

In each cell, “X” indicates that there was a statistically significant impact on that outcome. The “0” indicates that the outcome was tested, and no positive statistically significant impact was found. The dark gray cells represent primary targeted outcomes for the program; the light gray cells represents secondary targeted outcomes; the white cells represents non-targeted outcomes. _FN represents a Kindergarten follow-up outcome.