在日本的学龄前儿童中评估社会和情感学习计划的有效性:一项实验性队列研究
Rikuya Hosokawa1, Yuki Matsumoto2, Chizuko Nishida3
1Department of Human Health Sciences, Graduate School of Medicine, Kyoto University, 53 Kawara-Cho Shogo-in, Sakyo-Ku, Kyoto, 606-8507, Japan. hosokawa.rikuya.4r@kyoto-u.ac.jp.
Child and adolescent psychiatry and mental health
|August 3, 2023
概括
有趣的朋友社交和情感学习 (SEL) 计划改善了日本幼儿的自我控制和合作. 全班的SEL干预措施对于幼儿社会技能发展是有效的.
科学领域:
- 儿童心理学 儿童心理学
- 教育心理学教育心理学
- 干预研究 干预研究
背景情况:
- 学校不适应性研究强调了社交技能的重要性,如情绪控制和协作.
- 社会和情感学习 (SEL) 培养这些基本的社会技能.
- 预防性SEL干预对于幼儿来说很少,特别是在日本等亚洲国家.
研究的目的:
- 为了检查Fun FRIENDS SEL计划在日本学前教育环境中的有效性.
- 评估该计划对4-5岁儿童社会技能的影响.
主要方法:
- 乐趣的朋友计划,一个10个会话的认知行为干预,每周交付给115名学前儿童 (干预组).
- 来自其他幼儿园的93名儿童组成的对照组参与了这项研究.
- 教师在干预之前和之后使用社会技能表来评估儿童的社会技能.
主要成果:
- 干预组的儿童在项目后表现出自我控制和合作能力的显著改善.
- 干预组干预后的自我控制和合作得分明显高于对照组的得分.
结论:
- 全班的SEL课程可以有效地促进幼儿时期的社会技能.
- 针对学龄前儿童采取普遍的,全班范围的干预措施,对于防止学校不适应至关重要.
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