Closing the achievement gap through modification of neurocognitive and neuroendocrine function: results from a cluster randomized controlled trial of an innovative approach to the education of children in kindergarten.
Closing the achievement gap through modification of neurocognitive and neuroendocrine function: results from a cluster randomized controlled trial of an innovative approach to the education of children in kindergarten.
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DOI：
10.1371/journal.pone.0112393
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发表时间：
2014
期刊：
影响因子：
3.7
通讯作者：
Raver CC
中科院分区：
文献类型：
--
作者：
Blair C;Raver CC
有效的早期教育对于学业成就和积极的生活成果至关重要，特别是对于贫困儿童。神经科学的进步表明，在教育中注重自我调节可以提高儿童的学习参与度，并在小学早期建立有益的学术轨迹。在这里，我们实验性地评估了一种创新的方法，在幼儿园的儿童教育，嵌入支持自我调节，特别是执行功能，到识字，数学和科学学习活动。一项涉及29所学校、79间教室和759名儿童的随机对照试验结果表明，对执行功能、推理能力、注意力控制以及唾液皮质醇和α淀粉酶水平有积极影响。结果还表明，在幼儿园结束时，阅读、词汇和数学方面的进步一直持续到一年级。一些影响是高度贫困学校特有的，这表明在小学早期教育中注重执行功能和自我调节的相关方面有望缩小成绩差距。
Effective early education is essential for academic achievement and positive life outcomes, particularly for children in poverty. Advances in neuroscience suggest that a focus on self-regulation in education can enhance children’s engagement in learning and establish beneficial academic trajectories in the early elementary grades. Here, we experimentally evaluate an innovative approach to the education of children in kindergarten that embeds support for self-regulation, particularly executive functions, into literacy, mathematics, and science learning activities. Results from a cluster randomized controlled trial involving 29 schools, 79 classrooms, and 759 children indicated positive effects on executive functions, reasoning ability, the control of attention, and levels of salivary cortisol and alpha amylase. Results also demonstrated improvements in reading, vocabulary, and mathematics at the end of kindergarten that increased into the first grade. A number of effects were specific to high-poverty schools, suggesting that a focus on executive functions and associated aspects of self-regulation in early elementary education holds promise for closing the achievement gap.
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影响因子：
34.7
作者：
Arnsten, Amy F. T.
通讯作者：
Arnsten, Amy F. T.
影响因子：
3.5
作者：
Bruce, Jacqueline;McDermott, Jennifer Martin;Fisher, Philip A.;Fox, Nathan A.
通讯作者：
Fox, Nathan A.
影响因子：
4.6
作者：
Blair C;Granger DA;Willoughby M;Mills-Koonce R;Cox M;Greenberg MT;Kivlighan KT;Fortunato CK;FLP Investigators
通讯作者：
FLP Investigators
影响因子：
--
作者：
Brotman, Laurie Miller;Gouley, Kathleen Kiely;Pine, Daniel S.
通讯作者：
Pine, Daniel S.
展示的干预措施有助于4至12岁儿童的执行功能发展。
DOI：
10.1126/science.1204529
发表时间：
2011-08-19
期刊：
Science (New York, N.Y.)
影响因子：
--
作者：
Diamond A;Lee K
通讯作者：
Lee K