对社会孤立的学龄前儿童进行同行调解干预:早期可行性研究
Tiffany J Foster1, Nan Xiao2, G Logan Pelfrey1
1Crane Center for Early Childhood Research and Policy, The Ohio State University, Columbus.
Language, speech, and hearing services in schools
|December 4, 2023
概括
这项研究探讨了一种同行介导的干预措施,以帮助社会孤立的学龄前儿童. 研究结果表明,这种方法有望改善幼儿的社会和语言技能.
科学领域:
- 幼儿教育 儿童早期教育
- 发展心理学 发展心理学
- 特殊教育 特殊教育
背景情况:
- 同龄人介导的干预措施有效地提高了发展障碍的老年学生的社会和语言技能.
- 社会上孤立的学龄前儿童面临着重大的学术和社会挑战,但对这一群体的干预措施尚未得到探索.
- 早期的社会和语言发展对于长期的学术和社会成功至关重要.
研究的目的:
- 评估促进早期参与,关系和社会化 (PEERS) 对社会孤立的学龄前儿童的干预措施的可行性.
- 确定PEERS是否有潜力改善年幼,孤立儿童的社会和语言体验.
- 评估在学前教育环境中实施PEERS的适当性.
主要方法:
- 一个基于故事书的同行介导干预 (PEERS) 在一个学前班级中实施.
- 两个社会上有联系的同龄人接受了培训,以支持一个社会上孤立的同学.
- 观察 (面对面和传感技术) 追踪了目标学生的同行互动和接近.
主要成果:
- 亲身观察表明,同行互动的积极趋势.
- 传感技术数据提供了对课堂体验的更可变但更长期的见解.
- 教师报告说,PEERS干预被认为是适当和有效的.
结论:
- 基于故事书的同行介导干预措施对支持社会隔离的学龄前儿童有希望.
- 进一步的研究是有必要的,以调查这些干预措施在学前环境.
- 同龄人可能是一个可行的策略,以提高弱势幼儿的社会和语言成果.
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