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Examinando la eficacia del aprendizaje temprano de la segunda etapa frente al juego libre en el aprendizaje

Anders Dechsling¹, Christina Cipriano², Line Børtveit³

¹Department of Education, ICT and Learning, Østfold University College, Halden, Norway. anders.dechsling@hiof.no.

|August 26, 2025

Resumen

El programa noruego de aprendizaje temprano de segundo paso (Nor-SSEL) mejoró el aprendizaje socioemocional (SEL) y el ajuste psicosocial de los niños en comparación con el juego libre. Esta intervención muestra potencial para mejorar la educación temprana y los resultados académicos.

Área de la Ciencia:

Investigación en educación infantil
Psicología del desarrollo
Estudios de intervención educativa

Sus antecedentes:

Evaluación de la versión noruega del segundo paso del aprendizaje temprano (Nor-SSEL), un programa de aprendizaje socioemocional (SEL).
Comparación de la eficacia de Nor-SSEL con el juego libre en jardines de infantes.
Evaluar el impacto de un plan de estudios de SEL de 28 semanas en las habilidades de los niños.

Objetivo del estudio:

Determinar si Nor-SSEL es superior al juego libre para mejorar el aprendizaje socioemocional (SEL) de los niños.
Investigar los efectos de la intervención SEL en el ajuste psicosocial y la empatía.
Para explorar el impacto potencial de SEL en el rendimiento académico futuro.

Principales métodos:

El ensayo controlado aleatorizado de grupos en el que participaron 990 niños de 66 jardines de infantes.
El resultado primario: ajuste psicosocial (SDQ); El resultado secundario: empatía (EmQue).
Datos recogidos al inicio, después de la intervención y 7 meses después de la transición a la escuela primaria.

Principales resultados:

Supuso que Nor-SSEL sería superior al juego libre para mejorar los resultados de SEL.
Análisis del mediador previsto para atención conjunta; análisis del moderador para el estatus socioeconómico.
Evaluación exploratoria del rendimiento académico (habilidades matemáticas y de lectura) en primer grado.

Conclusiones:

Se prevé que Nor-SSEL tenga un impacto positivo en la atención conjunta, mejorando posteriormente las puntuaciones de ajuste psicosocial (SDQ).
El estudio contribuye a comprender la efectividad del plan de estudios SEL en las habilidades sociales, emocionales y académicas en la primera infancia.
Los resultados pueden orientar las políticas y prácticas de educación temprana para los jardines de infantes.

Palabras clave:

Logros académicos Ensayos controlados aleatorizados por clúster La empatía El jardín de infantes Juega .El segundo paso Aprendizaje socioemocional

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