A social-emotional intervention for at-risk 4-year-olds
A social-emotional intervention for at-risk 4-year-olds
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DOI：
10.1016/0022-4405(96)00013-1
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发表时间：
1996-09-01
影响因子：
5
通讯作者：
Burton, R
中科院分区：
文献类型：
--
作者：
Denham, SA;Burton, R
对七个日托班的高危 4 岁儿童实施了社会情感干预。教师接受了为期 32 周的培训，以开展与建立关系、情感理解和解决社会问题相关的活动。在该时期开始和结束时，通过观察和教师问卷来评估儿童的社会情绪状态，并与没有经历干预的组进行比较。与没有经历过干预的孩子相比，接受过干预的孩子表现出负面情绪减少，参与程度更高，在积极的同伴活动中更加主动，并且老师认为他们的社交能力有所改善。
Implemented a social-emotional intervention for at-risk 4-year-olds in seven daycare classes. Teachers were trained to perform activities associated with relationship building, emotional understanding, and social problem solving, over a 32-week period. The children's social-emotional status was assessed via observation and teacher questionnaire at the beginning and end of the period, and compared to a group who did not experience the intervention. Children who had the intervention, compared to children who did not experience it, were observed showing decreases in negative emotion, greater involvement, and more initiative in positive peer activity, and were seen as improving socially by their teachers.