The Effects of a Small Scale Intervention to Develop Self-Regulation in Kindergarten Children

Autor/inn/en	Shiu, Shiou-Ping; Wang, Sze-Han; Chen, Yu-Jun
Titel	The Effects of a Small Scale Intervention to Develop Self-Regulation in Kindergarten Children
Quelle	In: Early Child Development and Care, 190 (2020) 3, S.333-347 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shiu, Shiou-Ping)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2018.1471474
Schlagwörter	Foreign Countries; Intervention; Self Control; Kindergarten; Preschool Children; Program Effectiveness; Self Management; Play; Games; Singing; Student Participation; Story Telling; Visual Stimuli; Attention; Short Term Memory; Inhibition; Cues; Taiwan + Suchen Sie Ihr Suchwort? Ausland; Selbstbeherrschung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Selbstmanagement; Spiel; Game; Spiele; Gesang; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Aufmerksamkeit; Kurzzeitgedächtnis; Hemmung; Stichwort
Abstract	This study used a quasi-experimental design to test if a small scale intervention improved self-regulation with 94 kindergarten children in Taiwan. The purpose of this study was to draw on the theory of Vygotsky and examine activities that could fit into the class schedule without substantially changing the basic curriculum and would require minimal training for implementation. The results showed there was a significant difference in self-regulation gains between the treatment and control groups in the overall sample. It suggests that a small-scale intervention with external mediators (microphone, play plan and clean-up song) and pattern movement game (circle games) is sufficient for improving self-regulation. Moreover, the qualitative data showed that the mediators such as writing a play plan and clean-up songs created opportunities for children to engage in self-directing activities and increasing autonomy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01