Literaturnachweis - Detailanzeige
Autor/inn/en | Muratori, Pietro; Giofrè, David; Bertacchi, Iacopo; Darini, Alessandra; Giuli, Consuelo; Lai, Elisa; Modena, Alessia; Lochman, John E.; Mammarella, Irene |
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Titel | Testing the Efficacy of Coping Power Universal on Behavioral Problems and Pre-Academic Skills in Preschoolers |
Quelle | In: Early Childhood Education Journal, 50 (2022) 4, S.613-625 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Muratori, Pietro) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1082-3301 |
DOI | 10.1007/s10643-021-01179-0 |
Schlagwörter | Coping; Intervention; Behavior Problems; Preschool Children; Preschool Education; Program Effectiveness; Student Behavior; Foreign Countries; At Risk Students; School Readiness; Skill Development; Italy Bewältigung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Student behaviour; Schülerverhalten; Ausland; Readiness for school; School ability; Schulreife; Kompetenzentwicklung; Qualifikationsentwicklung; Italien |
Abstract | The Coping Power Program is an evidence-based intervention for children identified to be at risk for developing externalizing behavioral problems. The Coping Power Program has been adapted to universally prevent behavioral problems in school-aged children. This study sought to test the efficacy of this adaptation, the Coping Power Universal program, on preschoolers' behavioral difficulties and pre-academic skills. Teachers delivered the intervention in their classes. The study included a sample of Italian children (N = 250, 125 boys) with a mean age of 4.50 years (SD = 0.50) at the beginning of the study. Classrooms of these children were randomly assigned to receive either the intervention or the Italian preschool standard curriculum. Measures included a questionnaire and objective and standardized measures for numerical intelligence and metaphonological skills delivered by a psychologist to the preschoolers. Classes in which teachers applied the Coping Power Universal program showed lower problematic behaviors and higher pre-academic skills than those in which teachers followed the standard curriculum only. Although further studies are still needed, the current findings showed that the Coping Power Universal program can be adapted for preschoolers with good results. Implications for practice, methodological limitations, and directions for future research are reviewed. (As Provided). |
Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |