Enhancing social-emotional skills in early childhood: intervention study on the effectiveness of social and emotional learning.

IF 2.7 3区 心理学 Q1 PSYCHOLOGY, MULTIDISCIPLINARY
Rikuya Hosokawa, Yuki Matsumoto, Chizuko Nishida, Keiko Funato, Aki Mitani
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引用次数: 0

Abstract

Background: Social and emotional learning (SEL) is crucial for developing skills such as emotional regulation, cooperation, and goal achievement. Deficits in these skills are linked to later academic and behavioral problems. While SEL interventions have been widely implemented internationally, few have been tested in early childhood settings in Japan, and their effectiveness remains unclear. In 2022, the Fun FRIENDS social and emotional learning program was introduced in class units for 4-5-year-olds attending kindergartens and children's schools in Wakayama Prefecture, Japan. Thus, this study examined the effectiveness of the Fun FRIENDS program in children aged 4-5 years in Japan.

Methods: Fun FRIENDS is based on a cognitive-behavioral approach designed to teach participants how to cope with anxiety and stress, and to develop resilience and confidence. The program consists of 10 weekly sessions of approximately 1 h each. The intervention group comprised 115 children from two facilities, while the control group comprised 93 children from three facilities. Intervention effectiveness was evaluated through changes in externalizing (e.g., aggression, oppositional behavior) and internalizing behaviors (e.g., anxiety, depression), measured using the Strengths and Difficulties Questionnaire. Finally, data from 94 participants in the intervention group and 66 participants in the control group were analyzed.

Results: In the intervention group, externalizing behaviors showed a significant reduction both before and after the intervention and internalizing behaviors also decreased significantly. Conversely, the control group did not exhibit any significant changes in either externalizing or internalizing behaviors before or after the intervention. The effect size for externalizing behaviors in the target group was 0.744, while the effect size for internalizing behaviors was 0.653.

Conclusions: Social and emotional learning programs in classrooms may effectively control problem behaviors in early childhood and prevent school maladjustment. A whole-class approach can reach more children, maximizing the preventive effects. The program can improve academic performance and social adaptation, contributing to the long-term development of psychological health and social skills. Nevertheless, further longitudinal research is required to assess the program's long-term effects. In summary, strengthening the focus on social-emotional learning in early childhood education policy is key to realizing long-term benefits for child development.

提高幼儿社会情绪技能:社会和情绪学习效果的干预研究。
背景:社会和情绪学习(SEL)对于发展情绪调节、合作和目标实现等技能至关重要。这些技能的缺陷与后来的学业和行为问题有关。虽然SEL干预措施已在国际上广泛实施,但在日本的幼儿环境中很少进行过测试,其有效性仍不清楚。2022年,日本和歌山县4-5岁的幼儿园和儿童学校的班级引入了Fun FRIENDS社交和情感学习项目。因此,本研究考察了日本4-5岁儿童“有趣的朋友”项目的有效性。方法:有趣的朋友是基于一种认知行为的方法,旨在教参与者如何应对焦虑和压力,并发展弹性和信心。该计划包括每周10次,每次约1小时。干预组由来自两个机构的115名儿童组成,而对照组由来自三个机构的93名儿童组成。通过外化行为(如攻击、对立行为)和内化行为(如焦虑、抑郁)的变化来评估干预效果,并使用优势与困难问卷进行测量。最后,对干预组94名参与者和对照组66名参与者的数据进行分析。结果:干预组外化行为在干预前后均有显著减少,内化行为也有显著减少。相反,在干预前后,对照组在外化或内化行为方面没有表现出任何显著的变化。目标组外化行为的效应量为0.744,内化行为的效应量为0.653。结论:课堂上的社交和情感学习可以有效地控制幼儿的问题行为,预防学校适应不良。整个班级的方法可以接触到更多的孩子,最大限度地提高预防效果。该方案可以提高学习成绩和社会适应能力,有助于心理健康和社会技能的长期发展。然而,需要进一步的纵向研究来评估该计划的长期效果。综上所述,在幼儿教育政策中加强对社会情感学习的关注是实现儿童发展长期效益的关键。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
BMC Psychology
BMC Psychology Psychology-Psychology (all)
CiteScore
3.90
自引率
2.80%
发文量
265
审稿时长
24 weeks
期刊介绍: BMC Psychology is an open access, peer-reviewed journal that considers manuscripts on all aspects of psychology, human behavior and the mind, including developmental, clinical, cognitive, experimental, health and social psychology, as well as personality and individual differences. The journal welcomes quantitative and qualitative research methods, including animal studies.
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