Lonigan Christopher J, Phillips Beth M, Clancy Jeanine L, Landry Susan H, Swank Paul R, Assel Michael, Taylor Heather B, Klein Alice, Starkey Prentice, Domitrovich Celene E, Eisenberg Nancy, de Villiers Jill, de Villiers Peter, Barnes Marcia
Florida State University.
University of Texas Health Science Center at Houston.
Child Dev. 2015 Nov-Dec;86(6):1773-93. doi: 10.1111/cdev.12460. Epub 2015 Oct 28.
This article reports findings from a cluster-randomized study of an integrated literacy- and math-focused preschool curriculum, comparing versions with and without an explicit socioemotional lesson component to a business-as-usual condition. Participants included 110 classroom teachers from randomized classrooms and approximately eight students from each classroom (N = 760) who averaged 4.48 (SD = 0.44) years of age at the start of the school year. There were positive impacts of the two versions of the curriculum on language, phonological awareness, math, and socioemotional outcomes, but there were no added benefits to academic or socioemotional outcomes for the children receiving explicit socioemotional instruction. Results are discussed with relevance to early childhood theory, policy, and goals of closing the school readiness gap.
本文报告了一项关于以读写和数学为重点的综合学前课程的整群随机研究结果，将有无明确社会情感课程内容的版本与常规教学情况进行了比较。参与者包括来自随机分组教室的110名课堂教师以及每个教室约8名学生（N = 760），这些学生在学年开始时平均年龄为4.48岁（标准差 = 0.44）。两种课程版本对语言、语音意识、数学和社会情感成果都有积极影响，但接受明确社会情感教学的儿童在学业或社会情感成果方面没有额外益处。本文结合幼儿理论、政策以及缩小入学准备差距的目标对研究结果进行了讨论。
