Các can thiệp trong lớp học nhằm phát triển kỹ năng xã hội-cảm xúc cho trẻ mầm non: Một tổng quan hệ thống về các chương trình dựa trên bằng chứng

Springer Science and Business Media LLC - Tập 34 - Trang 2971-3010 - 2022
Catrinel A. Ștefan1, Ingrid Dănilă1, Delia Cristescu1
1Department of Psychology, “Babeş-Bolyai” University, Cluj-Napoca, Romania

Tóm tắt

Những kỹ năng xã hội-cảm xúc rất quan trọng cho sức khỏe tâm thần và sự thành công trong học tập sau này của trẻ mầm non. Với sự đa dạng của các can thiệp ở trường nhằm phát triển SEL, vẫn chưa rõ ràng chương trình nào có thể coi là dựa trên bằng chứng, cũng như những đặc điểm nào đặc trưng cho các chương trình đã được xác lập vững chắc. Do đó, tổng quan hệ thống hiện tại nhằm (1) phân loại các chương trình SEL trong lớp học theo tiêu chí của các can thiệp dựa trên bằng chứng; (2) tổng hợp các nghiên cứu về các chương trình được phân loại là đã được xác lập vững chắc; và (3) phân tích mức độ thiên lệch của từng nghiên cứu và tổng thể. Các can thiệp đã được đánh giá để xác định tính khả thi, và các nghiên cứu tương ứng đã được tìm kiếm một cách hệ thống. Tổng cộng có 81 nghiên cứu tương ứng với 38 chương trình đã được xác định, và 24 nghiên cứu tương ứng với bốn chương trình được phân loại là đã được xác lập vững chắc đã được phân tích thêm. Kết quả cho thấy rằng (1) số lượng can thiệp trong lớp học đáp ứng tiêu chí cho các can thiệp đã được xác lập vững chắc rất hạn chế (10,5%); (2) việc thực hiện chương trình có liên quan đến sự cải thiện đáng kể trong năng lực xã hội-cảm xúc, giảm thiểu rủi ro về các vấn đề cảm xúc và hành vi, cũng như với các bằng chứng mới nổi về tác động tích cực đến chức năng điều hành hoặc sự sẵn sàng đến trường; và (3) kết quả được báo cáo chủ yếu trong bối cảnh nghiên cứu thực nghiệm được thực hiện nghiêm ngắt, điều này có thể giải thích cho các mức độ thiên lệch rủi ro thấp trong việc phân bổ ngẫu nhiên, tương đương cơ bản hoặc thất thoát. Tổng hợp lại, những phát hiện này gợi ý rằng các can thiệp dựa vào lớp học đã được xác lập vững chắc có thể được thúc đẩy như là những ví dụ về thực tiễn tốt nhất có thể được thực hiện một cách hệ thống trong các trường học. Tuy nhiên, cần nhiều nghiên cứu hơn để xác định các yếu tố chính của hiệu quả chương trình, cũng như để hiểu các yếu tố liên quan đến bối cảnh trong trường học, điều này giúp chuyển giao thành công từ nghiên cứu đến việc triển khai quy mô lớn các thực hành SEL trong lớp học.

Từ khóa

#Kỹ năng xã hội-cảm xúc #can thiệp trong lớp học #chương trình dựa trên bằng chứng #trẻ mầm non #tổng quan hệ thống

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