A protocol for a three-arm cluster randomized controlled superiority trial investigating the effects of two pedagogical methodologies in Swedish preschool settings on language and communication, executive functions, auditive selective attention, socioemotional skills and early maths skills
A protocol for a three-arm cluster randomized controlled superiority trial investigating the effects of two pedagogical methodologies in Swedish preschool settings on language and communication, executive functions, auditive selective attention, socioemotional skills and early maths skills
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三组随机对照优效试验方案，调查瑞典学前教育环境中两种教学方法对语言和沟通、执行功能、听觉选择性注意力、社会情感技能和早期数学技能的影响
作者：
Tove Gerholm;Thomas Hörberg;Signe Tonér;Petter Kallioinen;S. Frankenberg;Susanne Kjällander;Anna Palmer;Hillevi Lenz Taguchi
在学龄前阶段，儿童在对以后生活成功至关重要的领域发展能力和技能。这些能力包括语言、执行功能、注意力和社会情感技能。学前教育中使用的教学方法有可能提高这些能力，但我们对哪些教学实践有助于哪些能力以及哪些儿童的知识是有限的。本文的目的是描述一项干预研究，旨在评估和比较两种教学方法的影响，在瑞典学龄前儿童的上述技能。该研究是一项随机对照试验（RCT），其中测试了两种教学方法，以评估它们如何在为期6周的强化干预期间增强儿童的语言，执行功能和注意力，社会情感技能和早期数学技能。在瑞典斯德哥尔摩附近的一个城市，有18所幼儿园，包括28个单位和432名儿童入学。这些儿童年龄在4岁到6岁之间，每个学前班都被随机分配到干预组或对照组。所有儿童的背景信息都是通过父母和学龄前学校填写的问卷收集的。干预前后的测试包括一系列测试，包括语言、执行功能、选择性听觉注意力、社会情感技能和早期数学技能测试。这些干预措施包括6周的社会情感和材料学习范式（SEMLA）的强化练习，其中基于小组的活动和互动结构是主要焦点，或者是个人的，数字化实施的注意力和数学训练范式，其中还包括一组自我调节实践（DIL）。所有幼儿园都用ECERS-3进行了评估。如果这项干预研究表明，在提高儿童在语言、执行功能和注意力、社会情感技能和早期数学等基本领域的能力方面，基于小组的学习范式与特定技能的个人培训之间存在差异，这将对未来的学前教育议程产生重大影响。不同的教学方法可能对不同年龄和不同背景的儿童产生不同的影响，这就要求在该领域内就如何制定适合所有儿童的学前课程进行更广泛的讨论。
During the preschool years, children develop abilities and skills in areas crucial for later success in life. These abilities include language, executive functions, attention, and socioemotional skills. The pedagogical methods used in preschools hold the potential to enhance these abilities, but our knowledge of which pedagogical practices aid which abilities, and for which children, is limited. The aim of this paper is to describe an intervention study designed to evaluate and compare two pedagogical methodologies in terms of their effect on the above-mentioned skills in Swedish preschool children. The study is a randomized control trial (RCT) where two pedagogical methodologies were tested to evaluate how they enhanced children’s language, executive functions and attention, socioemotional skills, and early maths skills during an intensive 6-week intervention. Eighteen preschools including 28 units and 432 children were enrolled in a municipality close to Stockholm, Sweden. The children were between 4;0 and 6;0 years old and each preschool unit was randomly assigned to either of the interventions or to the control group. Background information on all children was collected via questionnaires completed by parents and preschools. Pre- and post-intervention testing consisted of a test battery including tests on language, executive functions, selective auditive attention, socioemotional skills and early maths skills. The interventions consisted of 6 weeks of intensive practice of either a socioemotional and material learning paradigm (SEMLA), for which group-based activities and interactional structures were the main focus, or an individual, digitally implemented attention and math training paradigm, which also included a set of self-regulation practices (DIL). All preschools were evaluated with the ECERS-3. If this intervention study shows evidence of a difference between group-based learning paradigms and individual training of specific skills in terms of enhancing children’s abilities in fundamental areas like language, executive functions and attention, socioemotional skills and early math, this will have big impact on the preschool agenda in the future. The potential for different pedagogical methodologies to have different impacts on children of different ages and with different backgrounds invites a wider discussion within the field of how to develop a preschool curriculum suited for all children.
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