Development of the START Program for Academic Readiness and Its Impact on Behavioral Self-Regulation in Japanese Kindergarteners

Autor/inn/en	Imai-Matsumura, Kyoko; Schultz, David
Titel	Development of the START Program for Academic Readiness and Its Impact on Behavioral Self-Regulation in Japanese Kindergarteners
Quelle	In: Early Childhood Education Journal, 50 (2022) 5, S.855-866 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Imai-Matsumura, Kyoko)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-021-01213-1
Schlagwörter	Program Development; Self Control; Student Behavior; Kindergarten; Foreign Countries; Young Children; Executive Function; School Readiness; Program Implementation; Intervention; Memory; Japan + Suchen Sie Ihr Suchwort? Programmplanung; Selbstbeherrschung; Student behaviour; Schülerverhalten; Ausland; Frühe Kindheit; Readiness for school; School ability; Schulreife; Gedächtnis
Abstract	The "first-grade problem" of the lack of concentration, listening, and following of instruction has been widely identified among Japanese kindergarten students. To promote their executive functioning and self-regulation to prevent this issue, we developed the Social Thinking and Academic Readiness Training (START) program. The experimental group in which the program was implemented contained 79 children (average age = 73.22 months), and the standard practices group contained 70 children (average age = 72.91 months). Before and after the intervention, the children underwent tasks to test their behavioral self-regulation and executive function (working memory). For behavioral self-regulation, a significant interaction occurred between condition (experimental and standard practices) and time (pre- and post-test), suggesting that these 6 START lessons promoted self-regulation. However, no effects were found on either auditory or visual memory. Teacher reports in surveys were consistent with the executive functioning outcomes, reporting improvement in children's concentration, listening, and self-regulation skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01