Effect of the tools of the mind kindergarten program on children's social and emotional development
Effect of the tools of the mind kindergarten program on children's social and emotional development
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DOI：
10.1016/j.ecresq.2018.01.002
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发表时间：
2018-01-01
影响因子：
3.7
通讯作者：
Daneri, M. Paula
中科院分区：
文献类型：
--
作者：
Blair, Clancy;McKinnon, Rachel D.;Daneri, M. Paula
幼儿期和小学阶段的社会情感能力是儿童短期和长期学业、社会、心理健康和就业成果的基础。本研究探讨了一个大规模的（N=715）集群随机对照试验的综合幼儿园计划，心灵的工具，对教师的报告，儿童的社会情感能力在幼儿园结束后，在一年级的后续行动的影响。结果表明，在幼儿园结束时，在学校的教室里，随机分配到治疗条件的儿童减少了教师报告的行为问题和侵略，提高了自我调节，社会情感能力，积极的师生关系相对于在学校的教室里，随机分配到控制条件的儿童。教师报告的学术能力没有发现差异。持续影响，在一年级只看到一年级教师的报告的侵略和行为问题。这项研究增加了越来越多的文献，证明了教育计划对儿童的社会情感和学术能力的积极影响。(C)2018爱思唯尔公司All rights reserved.
Social-emotional competence in early childhood and the elementary grades is foundational for children's short- and long-term academic, social, mental health, and employment outcomes. This study examined the effects of a large-scale (N=715) cluster randomized controlled trial of a comprehensive kindergarten program, Tools of the Mind, on teachers' reports of children's social-emotional competence at the end of kindergarten with follow-up in first grade. Results indicated that at the end of kindergarten, children in classrooms in schools randomly assigned to the treatment condition had reduced teacher reported behavior problems and aggression and improved self-regulation, social-emotional competence, and positive teacher-child relationships relative to children in classrooms in schools randomly assigned to the control condition. No differences were detected for teacher-reported academic competence. Sustained effects in first grade were seen only for first grade teachers' reports of aggression and conduct problems. This study adds to a growing literature demonstrating positive effects of educational programs focusing on children's social-emotional as well as academic competence. (C) 2018 Elsevier Inc. All rights reserved.