假装基于游戏的培训改善了5-6岁儿童的一些社会情感能力:一项评估实施情况的大规模研究
Sylvie Richard1, Anne Clerc-Georgy2, Edouard Gentaz3
1Valais University of Teacher Education, Switzerland; University of Geneva, Department of Psychology, Switzerland.
Acta psychologica
|June 21, 2023
概括
假装游戏训练改善了情绪理解,并减少了幼儿的攻击性. 这项以学校为基础的计划增强了情感技能和亲社会行为,证明了基于游戏的学习的价值.
科学领域:
- 儿童心理学 儿童心理学
- 教育心理学教育心理学
- 发展心理学 发展心理学
背景情况:
- 幼儿教育需要有效的社会情感发展策略.
- 假装游戏是儿童发育的关键组成部分,培养认知和社会技能.
- 在学校环境中评估结构化游戏干预措施的影响是很重要的.
研究的目的:
- 为了评估一个假装的基于游戏的培训计划,为5-6岁的孩子.
- 评估该计划对情绪理解,调节,亲社会行为和游戏能力的影响.
- 分析程序质量保证的实施变量.
主要方法:
- 一项大规模的基于学校的干预研究,涉及5-6岁儿童.
- 实验组 (n=101) 接受假装游戏训练和对照组 (n=79) 之间的比较.
- 分析实施忠实性,以确保程序质量.
主要成果:
- 实验组的儿童在情绪理解方面表现出显著的改善.
- 在实验组中观察到,侵略性行为反应显著下降.
- 这些发现表明,基于游戏的干预对目标变量有积极的影响.
结论:
- 假装基于游戏的训练可以有效地提高幼儿的情感理解.
- 这种干预策略在减少学校环境中的攻击性行为方面具有前景.
- 该研究强调了基于游戏的学习对社会情感发展和学校准备的重要性.
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