在教育环境中共同阅读书籍,促进社会和情感能力:叙述性回顾
Rotem Schapira1, Ilaria Grazzani2
1The Academic College Levinsky-Wingate, Tel Aviv University, Tel-Aviv, Israel.
Frontiers in psychology
|September 2, 2025
概括
分享阅读会显著提高幼儿的社交和情感能力. 这一审查强调了幼儿园和学前教育对幸福感和学校准备的积极影响.
科学领域:
- 儿童发展
- 教育心理学
- 社会情感学习
背景情况:
- 广泛的研究将社交和情感技能与幸福,同龄人关系和学业成功联系起来.
- 这些技能的早期发展对于终身成果至关重要.
- 干预研究越来越多地侧重于提高教育环境中的这些能力.
研究的目的:
- 审查共享阅读干预措施对幼儿社会和情感能力的影响.
- 专门研究幼儿园和学前环境中的干预措施.
- 综合有关该主题的现有文献的发现.
主要方法:
- 采用了一个叙述性审查方法.
- 在主要的学术数据库 (PubMed,Google Scholar,Scopus,Web of Science) 进行了全面的文献搜索.
- 确定并分析了15项相关研究 (5项幼儿园,10项幼儿园).
主要成果:
- 共同阅读书籍对儿童的社交和情感能力有积极影响.
- 审查确定了这些干预措施的关键特征和重要结果.
- 具体发现因干预方案和目标年龄组而异.
结论:
- 共同阅读书籍是促进幼儿社会和情感发展的有效策略.
- 这些发现支持将此类干预措施纳入幼儿园和学前教育课程.
- 建议进行进一步的研究,以完善干预方法并探讨长期影响.
相关概念视频
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