以前被收容的幼儿的社会和情感能力和幼儿园调整:通过执行功能产生间接影响
Nicole B Perry1, Bonny Donzella2, Shanna B Mliner2
1University of Texas at Austin.
Developmental psychology
|August 31, 2023
概括
幼儿的早期社会情感技能预测了更好的执行功能和幼儿园调整. 积极的早期社会情感发展对于以后的学校成功至关重要.
科学领域:
- 儿童发展 儿童发展
- 发展心理学 发展心理学
- 纵向研究 纵向研究
背景情况:
- 以前住院的幼儿面临着独特的发展挑战.
- 早期的社会情感技能和执行功能对于学校的准备至关重要.
- 了解从幼儿时期到幼儿园调整的轨迹至关重要.
研究的目的:
- 探索早期社会情感技能,执行功能和先前被制度化幼儿园调整之间的关联.
- 检查执行职能在幼儿社会情感技能和幼儿园调整之间的关系中扮演的调解角色.
- 在多样化的收养儿童样本中确定影响学校调整的关键发展途径.
主要方法:
- 纵向研究设计,数据收集在三个时间点 (幼儿时代,学前,幼儿园).
- 多方法数据收集包括评估社会情感技能,执行功能 (注意力,工作记忆,抑制控制) 和幼儿园调整.
- 对间接影响的分析,以了解介导途径.
主要成果:
- 幼儿时期的社会情感能力与注意力问题较少以及在学前阶段更好的抑制控制有关.
- 反过来,学前执行职能反过来预测了更大的社会和课堂能力,以及幼儿园的教师儿童冲突减少.
- 发现了显著的间接效应,表明早期的社会情感技能通过学前执行功能影响幼儿园调整.
结论:
- 早期的社会情感发展在塑造执行功能和随后的幼儿园调整方面发挥着重要作用.
- 在幼儿时期支持社会情感技能的干预措施可能会对长期的学校成功产生积极影响.
- 执行职能是童年早期经历和以后的学术和社会适应之间的关键桥梁.
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