减少幼儿教育中的同行拒绝的干预计划的有效性
Paula Molinero-González1, Luis J Martín-Antón1, Miguel Á Carbonero-Martín1
1Excellence Research Group GR179 Educational Psychology, Department of Psychology, University of Valladolid, 47011 Valladolid, Spain.
Children (Basel, Switzerland)
|November 25, 2023
概括
一个以学校为基础的社会情感能力计划有效地减少了年轻学生的同行拒绝. 干预改善了社会技能和包容性,在实验组内,被拒绝的儿童显著减少.
科学领域:
- 教育心理学教育心理学
- 儿童发展 儿童发展
- 社会科学 社会科学 社会科学
背景情况:
- 同龄人拒绝影响大约10%的幼儿,导致短期和长期负面后果.
- 对于成年人来说,检测和干预同行拒绝是很有挑战性的,通常会导致支持的延迟.
- 早期的同龄人关系对于学校的整体学习和发展至关重要.
研究的目的:
- 解决和减少幼儿教育中的同行拒绝问题.
- 探索社会情感能力干预对社会技能和同行关系的影响.
- 调查一项综合计划在预防和减少学生拒绝方面的有效性.
主要方法:
- 使用了测试前和测试后测量的实验设计,涉及六所学校的637名学生.
- 该研究将接受社会情感能力计划的实验组与对照组进行了比较.
- 收集的数据包括社会测量状态,受害,社会/反社会行为和有问题的情况.
主要成果:
- 实验组在干预后,同行拒绝率从9.9%降低到7.3%.
- 对照组的同行拒绝率略有增加,从9.5%增加到10.2%.
- 干预计划包括35项专注于包容,减少侵略,团队合作和自尊的活动.
结论:
- 社会情感能力干预措施可以有效地减少早期学校教育中的同伴拒绝.
- 涉及学生,教师和家庭的全面,全学年长的课程显示出希望.
- 对更广泛的干预措施进行进一步的研究是有必要的,以打击同行拒绝.
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