Humphries Marisha L, Keenan Kate E
Educational Psychology, College of Education, University of Illinois at Chicago, 1040 W. Harrison M/C147, Chicago, IL 60607, USA.
Clin Child Fam Psychol Rev. 2006 Jun;9(2):135-48. doi: 10.1007/s10567-006-0005-1.
Schools are the primary environment in which to conduct prevention programs for school-age children. Educators, policy makers, and psychologist argue that prevention efforts should begin as early as possible to maximize their effectiveness. Surprisingly, there are relatively few school-based prevention programs targeted for preschoolers. Given the evidence supporting earlier rather than later prevention efforts and the fact that many children in the United States attend preschool programs, more research on the feasibility and effectiveness of prevention programs administered in preschool environments is warranted. In this article, we review the existing literature on school-based prevention programs targeted for preschool children. We examine whether school-based prevention programs are theory driven, developmentally appropriate, culturally sensitive, and aimed specifically at symptom reduction or behavior promotion. Based on the findings of this review, our aim is to identify gaps in the prevention research literature regarding programs for preschoolers and propose research to address such gaps to create more effective school-based prevention programs for young children.
学校是为学龄儿童开展预防项目的主要环境。教育工作者、政策制定者和心理学家认为，预防工作应尽早开始，以使其效果最大化。令人惊讶的是，针对学龄前儿童的以学校为基础的预防项目相对较少。鉴于有证据支持尽早而非推迟开展预防工作，以及美国许多儿童参加学前教育项目这一事实，有必要对在学前教育环境中实施预防项目的可行性和有效性进行更多研究。在本文中，我们回顾了现有的针对学龄前儿童的以学校为基础的预防项目的文献。我们研究了以学校为基础的预防项目是否以理论为导向、是否适合儿童发展、是否具有文化敏感性，以及是否专门旨在减少症状或促进行为。基于本次综述的结果，我们的目的是找出预防研究文献中关于学龄前儿童项目的差距，并提出研究以填补这些差距，从而为幼儿创建更有效的以学校为基础的预防项目。
