| 其他摘要 | Self-regulation is the ability of people to adjust their thoughts, feelings, and behaviors in order to achieve personal goals. Early childhood self-regulation has received significant attention as a key predictor of outcomes as diverse as obesity, school readiness, academic performance, and long-term health. Behavioral self-regulation is the behavioral aspect of self-regulation, which refers to the explicit and observable response of executive function skills in the form of children's grand movements. Understanding the development characteristics and related problems of children's early behavioral self-regulation ability is helpful to cultivate children's self-regulation ability, which is of great significance to promote children's behavioral development and social adaptation.
In this study, the Head-Toes一Knees一Shoulders(HTKS) task was used to directly assess the children's behavioral self-regulation, the influences of schooling factors on children's behavioral self-regulation conducted for 3一6 years old children, were explored; A short intervention was also and its effect were evaluated.
In the first study，399 children aged 3一7 years from kindergarten to the first grade of primary school were selected as subjects. HTKS and teacher questionnaire were both used to measure children's behavioral self-regulation. The age characteristics and gender differences in the development of behavioral self-regulation were investigated through cross-sectional and half-year longitudinal follow-up studies. And the influence of schooling factors on children's behavior self-regulation were investigated, too. From lateral view, children's behavioral self-regulation increased with age, and difference on age was significant. LSD showed that the growth of behavioral self-regulation was rapid in 3一6 years old, particularly at 3-4 years old, and then slowed down at 6-7 years old. The gender difference is significant, too. On average, girls' HTKS score is slightly higher than that of boys; From the longitudinal point of view, the children's HTKS scores have been significantly improved after half a year. Younger children and those with low initial scores had greater increases in behavioral self-regulation. By controlling for the education level of parents, there was a significant difference in behavioral self-regulation between the children from kindergarten and the first grade of primary school in the same 6-year-old group. The HTKS scores of the children from primary school in 6-year-old group were significantly higher than those from kindergarten.
In the second study, 60 kindergarten children were selected as subjects, HTKS task was conducted to assess the children's behavior self-regulation before and after the intervention. The control group and the intervention group were set up, and the intervention group was given a 5-week classroom games intervention. The contents of the intervention included Traffic light game, Freeze game, Beat a drum game, Command a band game and Color matching Freeze game. The feasibility and effectiveness of the intervention on improving children's behavior self-regulation were investigated. The results showed that there was no significant difference between the scores of behavioral self-regulation before and after the control group, while the children in the intervention group significantly improved their behavioral self-regulation after the intervention. All subjects were sorted according to the age, the first 50% and the last 50% of subjects were divided into high group and low group, respectively. Children in the younger age group had more significant gains in HTKS task through classroom game intervention.
In this study, the following conclusions were drawn:
(1) Children's behavioral self-regulation shows an upward trend with the increase of age, and develops rapidly between 3 and 6 years old, especially at 3-4 years old, and the growth slows down at 6-7 years old. Significant gender differences are found, and girls' behavioral self-regulation ability is slightly higher than boys'. Children's behavioral self-regulation improved significantly over a six-month interval, with greater increases in behavioral self-regulation among younger children and those with low initial scores. Children of the same age in primary school have higher behavioral self-regulation than those in kindergarten.
(2) Classroom games intervention in kindergarten can effectively improve children's behavioral self-regulation of children aged 3一6, and children in the younger age group benefit more from the intervention.
Through the cross一sectional and longitudinal developmental study, the rapid development period of children's behavioral self-regulation was found. It was also found that the development of children's behavioral self-regulation was affected by the early basic level. The results of this study can lay a theoretical foundation for children's behavioral self-regulation intervention and provide theoretical guidance for family parenting practice and school curriculum. Parents and teachers need to pay more attentions to the focus of children's development at each age and provide necessary support to promote the development of children's behavioral self-regulation. |
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