授权和教育家长实施家庭干预:对学龄前儿童参与实践建设性游戏的影响
Michelle Boulanger Thompson1, Yaoying Xu2, Chin-Chih Chen2
1School of Rehabilitation Sciences, College of Health Sciences, Old Dominion University, Norfolk, VA 23529, USA.
Behavioral sciences (Basel, Switzerland)
|March 28, 2024
概括
家长可以通过提供环境支持来促进有发展迟缓风险的学龄前儿童的建设性游戏. 这种干预赋予了父母的权力,抚养孩子.
科学领域:
- 儿童发展 儿童发展
- 发展心理学 发展心理学
- 教育心理学教育心理学
背景情况:
- 建设性的游戏对儿童的学习和发展至关重要.
- 面临发育迟缓风险的学前儿童可能会从有针对性的干预中受益.
- 家长的参与是儿童早期发展的关键因素.
研究的目的:
- 调查一项由家长实施的干预措施,以加强积极参与建设性游戏.
- 评估家长对儿童环境支持对儿童游戏的影响.
- 评估对父母的干预措施的社会有效性.
主要方法:
- 单主题多基线跨参与者设计与四名学龄前儿童.
- 干预的重点是父母提供时间,身体和社会情感支持.
- 对数据进行视觉分析,以确定功能关系.
主要成果:
- 确定了父母的支持和儿童积极参与建设性游戏之间的功能关系.
- 父母报告说,这种干预是有意义的,有社会价值的.
- 这项干预措施有效地促进了儿童的参与.
结论:
- 父母实施的干预措施可以有效地促进危险学龄前儿童的建设性游戏.
- 在家庭环境中赋予父母权力,对于支持儿童发展至关重要.
- 针对性的家长支持可以最大限度地降低障碍,提高孩子们积极参与游戏的机会.
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