Boyer Wanda
Department of Educational Psychology and Leadership Studies, University of Victoria, 3800 Finnerty Road (Ring Road), P.O. Box 1700 STN CSC, Victoria, BC V8W-2Y2 Canada.
Early Child Educ J. 2023;51(4):627-640. doi: 10.1007/s10643-022-01310-9. Epub 2022 Feb 26.
Although there are many tools for assessing young children's self-regulation according to varied conceptual definitions and purposes, the purpose of this study was to develop, validate, and norm a Self-Regulation Assessment Scale for Early Childhood (SASEC) for directly evaluating observed behaviors of young children in naturalistic play experiences within the normal preschool environment. An exploratory sequential mixed methods research design was used. The 315 participants included 153 parents and 15 educators for the qualitative component and 147 children ages 3-5 years for the quantitative component. The analytical steps of a adult participant interviews and focus group discussions, which culminated in 12 scale items for measuring a child's ability to initiate, modulate, and cease behaviors, tasks, or activities of varied complexities, social configurations, and limiting conditions. Children's SASEC scores were assessed via video recordings of play behaviors in naturalistic settings. Based on factor analysis results, the SASEC items constitute a single construct. According to the results of hierarchical linear modeling and multiple linear regression, preschool children's SASEC scores can be compared to the SASEC mean and standard deviation regardless of various demographic variables. Implications and recommendations for future work include having early childhood educators, child and youth care practitioners, counselors, parents and families, social workers, behavioral sciences researchers, and policy makers use the SASEC to measure young children's self-regulation while developing or monitoring the efficacy of generalized enhancement programs and individualized treatment plans.
尽管根据不同的概念定义和目的有许多评估幼儿自我调节的工具，但本研究的目的是开发、验证并规范一种幼儿自我调节评估量表（SASEC），以直接评估幼儿在正常学前教育环境中的自然游戏体验中观察到的行为。本研究采用了探索性序列混合方法研究设计。315名参与者包括定性部分的153名家长和15名教育工作者，以及定量部分的147名3至5岁的儿童。通过成人参与者访谈和焦点小组讨论的分析步骤，最终形成了12个量表项目，用于测量儿童启动、调节和停止各种复杂程度、社会结构和限制条件下的行为、任务或活动的能力。通过自然环境中游戏行为的视频记录来评估儿童的SASEC分数。基于因子分析结果，SASEC项目构成一个单一结构。根据分层线性建模和多元线性回归的结果，无论各种人口统计学变量如何，学龄前儿童的SASEC分数都可以与SASEC均值和标准差进行比较。对未来工作的启示和建议包括让幼儿教育工作者、儿童和青少年护理从业者、咨询师、家长和家庭、社会工作者、行为科学研究人员和政策制定者在制定或监测通用强化项目和个性化治疗计划的效果时，使用SASEC来测量幼儿的自我调节能力。
