第二步计划在培养幼儿社会情感技能方面的有效性:日本的一项研究
Rikuya Hosokawa1, Riho Tomozawa2, Megumi Fujimoto2,3
1Department of Human Health Sciences, Graduate School of Medicine, Kyoto University, 53 Shogoin-kawahara-cho, Sakyo-ku, Kyoto, 606-8507, Japan. hosokawa.rikuya.4r@kyoto-u.ac.jp.
BMC pediatrics
|April 4, 2025
概括
第二步计划是一种社会情感学习干预,有效地提高了日本学龄前儿童的社交技能,并减少了行为问题. 这种幼儿时代的方法对于防止学校的不适应至关重要.
科学领域:
- 儿童心理学 儿童心理学
- 教育心理学教育心理学
- 预防性干预预防性干预
背景情况:
- 越来越多的人对学校适应的社会情感技能感兴趣.
- 像"第二步"这样的社会情感学习 (SEL) 项目可以培养这些技能.
- 针对亚洲年轻儿童的学校不适应症的有限预防性干预措施.
研究的目的:
- 为了检查第二步SEL计划在日本4至5岁儿童中的有效性.
- 评估该计划对社会技能和行为问题的影响.
- 为了验证早期儿童学校适应不良的预防性干预.
主要方法:
- 在一所日本幼儿园中,以课堂为基础实施第二步计划 (每周25个一小时的课程).
- 幼儿园教师评估孩子的社会技能;父母评估行为.
- 干预组中的73名儿童和控制组中的91名儿童的干预前后评估.
主要成果:
- 干预组显示出明显改善的自信,自我控制和合作.
- 干预组的儿童在计划后表现出明显较少的行为问题.
- 对于社会能力的中等到大效果大小表明了实质性的改进.
结论:
- 第二步计划在整个课堂上提供,似乎对幼儿SEL有效.
- 针对幼儿园儿童的早期干预对于防止学校不适应至关重要.
- 这些发现支持使用SEL程序来增强社会能力并减轻幼儿的行为问题.
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