协议:有效的学前教育干预措施的关键特征,以促进自我调节:系统审查和元分析
Atsushi Kanayama1, Iram Siraj1, Mariola Moeyaert2
1Department of Education University of Oxford Oxford UK.
Campbell systematic reviews
|April 3, 2024
概括
本综述探讨了为自我调节而进行的学前干预措施. 它确定了干预类型,它们对自我监管结构的影响以及有效性的关键特征.
科学领域:
- 幼儿教育 儿童早期教育
- 发展心理学 发展心理学
- 干预科学 干预科学
背景情况:
- 自律对于孩子的发展和学业成功至关重要.
- 幼儿园是发展自我调节技能的关键时期.
- 有效的干预措施可以显著提高幼儿的自我调节.
研究的目的:
- 系统地审查以幼儿园为基础的干预措施,旨在促进自我调节.
- 确定开发用于促进学龄前儿童自我调节的干预类型.
- 探索有效干预的特点,包括资源配置,活动类型和指导方法.
主要方法:
- 对于柯克伦审查的系统审查协议.
- 专注于针对学龄前儿童自我调节的干预措施.
- 干预类型的分析,对关键自我调节结构的影响,以及贡献特征.
主要成果:
- 审查将对各种旨在改善自我调节的学前干预措施进行分类.
- 它将量化这些干预措施对整合性努力控制,整合性执行功能,自我调节和自我调节学习的平均影响.
- 将确定与积极结果相关的关键干预特征.
结论:
- 了解有效的学前自我调节干预措施对于优化幼儿计划至关重要.
- 这一审查将提供基于证据的见解,用于设计和实施成功的学龄前儿童的自我调节策略.
- 调查结果将为教育工作者和政策制定者提供关于支持儿童自我调节发展的最佳实践的信息.
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