Can I read Everyday Practices and Activities to Improve Pre-school Self-Regulation: Cluster RCT Evaluation of the PRSIST Program on EtoBox?

Everyday Practices and Activities to Improve Pre-school Self-Regulation: Cluster RCT Evaluation of the PRSIST Program by Howard, Steven J.; Vasseleu, Elena; Batterham, Marijka; Neilsen-Hewett, Cathrine is a Psychology article available to read on EtoBox.

What is Everyday Practices and Activities to Improve Pre-school Self-Regulation: Cluster RCT Evaluation of the PRSIST Program about?

The Preschool Situational Self-Regulation Toolkit (PRSIST) Program was developed as a low-cost and embedded approach for educators to foster pre-schoolers’ self-regulation and related abilities (e.g., executive function, school readiness). This study reports on a cluster RCT study with 50 Australian pre-school services to evaluate the effectiveness of the PRSIST Program for improving children’s self-regulation, executive function and school readiness, compared to current routine practice. Pre-school centers were recruited to reflect the breadth of geography, pedagogical quality, and socio-economic catchment areas across the early childhood education and care sector. All children identified as in their final year of pre-school education at these centers were invited to participate, resulting in a sample of 473 3-5-year-old children at baseline. Centers were randomly assigned to groups after baseline data collection, and data collectors were blinded to group assignment throughout the study. It was hypothesized that engagement in the PRSIST Program would improve children’s self-regulation, executive function and school readiness, over and above normal age-related rates of development.

Who reads Everyday Practices and Activities to Improve Pre-school Self-Regulation: Cluster RCT Evaluation of the PRSIST Program?

Author

Howard, Steven J.; Vasseleu, Elena; Batterham, Marijka; Neilsen-Hewett, Cathrine

Publisher

Frontiers; Frontiers Media SA; Frontiers Media S.A.; Lausanne: Frontiers Media S.A., 2010- (ISSN 1664-1078)

Published

2020

Language

EN

Field

Psychology (Social Sciences)