Noora Heiskanen, Anne Karhu, Merja Koivula, Päivi Moisio, Hannu Savolainen, Ville Vauhkonen, V. Närhi
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引用次数: 0
摘要
以证据为基础的干预措施可以在幼儿期发展社交和情感能力并培养社交关系。在本文中,我们探讨了芬兰幼儿教育和保育机构(ECEC)的两种系统性、预防性社会情感学习干预措施--ProVaka和Papilio--在最初实施九周之后的有效性、实施的忠实性和社会效度。ProVaka是积极行为干预与支持(Positive Behavior Intervention and Support)的一种应用,它为社交情感技能的发展提供了一般性指导。除了一般指导原则,Papilio 干预方案还采用了现成的课程计划和以游戏为基础的措施。在这项研究中,39 所幼儿保育和教育中心的 80 个幼儿保育和教育班级参加了分组随机对照试验。我们对教育者的反馈、儿童的行为、社会有效性和实施的忠实性进行了测量。结果表明,当系统干预措施实施得足够忠实时,对教育者报告的儿童行为和教育者对某些观察领域的反馈尤其有效。此外,这两种干预措施似乎都非常适合芬兰的幼儿保育和教育环境。
The effects of ProVaka and Papilio interventions on children’s behavior and educator feedback: A cluster-randomized controlled trial in early childhood education and care
Evidence-based interventions can develop social and emotional competencies and foster social relationships during early childhood. In this paper, we explored the efficacy, implementation fidelity, and social validity of two systemic, preventive social-emotional learning interventions in Finnish early childhood education and care (ECEC)—ProVaka and Papilio—after their initial nine weeks of implementation. ProVaka is an application of Positive Behavior Intervention and Support that provides general guidelines for the development of social-emotional skills. Alongside general guidelines, the Papilio intervention also utilizes ready-made lesson plans and play-based measures. In this study, 80 ECEC classes from 39 ECEC centers participated in a cluster-randomized controlled trial. We measured educators’ feedback, children’s behavior, social validity, and implementation fidelity. The results indicate effects particularly on educator-reported child behavior and educators’ feedback on certain observed areas when the systemic interventions were implemented with sufficient fidelity. Further, both interventions seem well suitable for Finnish ECEC context.