以中心为基础的早期教育干预措施,以改善学校准备:系统性审查
Claire J McCartan1, Jennifer Roberts2, Julie-Ann Jordan1
1IMPACT Research Centre, Northern Health and Social Care Trust Holywell Hospital Antrim UK.
Campbell systematic reviews
|December 14, 2023
概括
基于中心的学校准备干预措施在开始上学的儿童的结果中几乎没有差异. 需要更多的研究来改善儿童计划.
科学领域:
- 儿童发展 儿童发展
- 教育心理学教育心理学
- 公共卫生干预 公共卫生干预
背景情况:
- 学校准备对于儿童的长期学术和生活成功至关重要.
- 进入学校时的发育差异可能使儿童处于不利地位,影响未来的成绩.
- 基于中心的干预措施旨在提高进入学校的学术和心理社会技能.
研究的目的:
- 评估以中心为基础的干预措施的有效性,以改善学龄前儿童的学业准备.
- 综合来自随机对照试验 (RCT) 和准RCT的证据.
主要方法:
- 在2021年10月搜索了多个数据库 (CENTRAL,MEDLINE,Embase,ERIC,PsycINFO) 和试验注册.
- 包括RCT和准RCT,比较基于中心的干预与没有干预或通常的治疗 (TAU).
- 使用GRADE评估证据的确定性,主要结果是学校准备和不良影响.
主要成果:
- 非常低到中等确定性证据表明,与没有干预或TAU相比,以中心为基础的干预几乎没有差异.
- 认知发育的差异很小;在比较中,社交技能基本没有变化.
- 在某些方面 (例如健康检查) 可能会改善健康发展,但关于学校准备和不良影响的数据有限或不确定.
结论:
- 目前的证据表明,以中心为基础的干预措施对学校准备成果的影响最小,长达一年.
- 显著的局限性包括偏差风险,小样本大小和纳入研究的异质性.
- 在美国以外进行进一步的研究,重点关注相关结果,对于完善这些干预措施至关重要.
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