The Tools of the Mind Curriculum for Improving Self-Regulation in Early Childhood: A Systematic Review. Campbell Systematic Reviews 2017:10

Autor/inn/en	Baron, Alex; Evangelou, Maria; Malmberg, Lars-Erik; Melendez-Torres, G. J.
Institution	Campbell Collaboration
Titel	The Tools of the Mind Curriculum for Improving Self-Regulation in Early Childhood: A Systematic Review. Campbell Systematic Reviews 2017:10
Quelle	(2017), (81 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	1891-1803
Schlagwörter	Quantitative Daten; Self Control; Attention; Behavior; Executive Function; Early Childhood Education; Preschool Curriculum; Play; Creativity; Program Effectiveness; Mathematics Skills; Effect Size; Academic Ability; Literacy; Preschool Children + Suchen Sie Ihr Suchwort? Selbstbeherrschung; Aufmerksamkeit; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Spiel; Kreativität; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Alphabetisierung; Schreib- und Lesefähigkeit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	Self-regulation, defined as volitional control of attention, behavior, and executive functions for the purposes of goal-directed action is associated with multiple school-related outcomes. Children with robust self-regulation have been shown to more cooperatively participate in classroom activities, sustain focus on tasks and exhibit reduced behavioral issues. Tools of the Mind (Tools) is an early childhood education curriculum that aims to simultaneously promote children's self-regulation and academic skills. Given the increasing focus on self-regulation and other social-emotional skills in educational contexts, Tools has become increasingly implemented in classrooms around the United States, Canada, and Chile. Despite its growing popularity, Tools' evidence base remains mixed. Although Tools' proliferation has been consistent in recent years, the findings from Tools evaluation studies have been inconsistent. These mixed findings have thus far precluded any authoritative conclusion regarding the curriculum's effectiveness. The present review aims to provide education policymakers and practitioners with useful information regarding whether to implement Tools. Tools' educational approach aligns with many child developmental theories as well as notions of best practice in the early childhood education field. The results presented here indicate small yet positive results for the Tools program. While these results are promising, they are based on a small evidence base; thus, more research is necessary to demonstrate Tools' effectiveness in promoting children's self-regulation skills. Multiple possibilities for future analyses would strengthen the existing Tools literature base. Three possibilities for future research include: (1) a multi-arm trial that directly compares Tools with other self-regulation programs; (2) a meta-analysis of several early childhood interventions and curricula; and (3) a study that accounts for measurement error in the self regulation construct. A combined list of references to included studies, references to excluded studies, and additional references is provided. (ERIC).
Anmerkungen	Campbell Collaboration. P.O. Box 7004, St Olavs plass N-0130 Oslo, Norway. Tel: +47- 23-25-50-00; Fax: +47-23-25-50-10; e-mail: info@c2admin.org; Web site: http://www.campbellcollaboration.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01