Effects of Social, Emotional and Ethical Development Curriculum (SEED) Video Intervention on Preschoolers: A Randomized Controlled Trial
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 160
- 试验地点
- 1
- 主要终点
- Children's Behavioral Questionnaire(CBQ) age 3-7
研究概览
简要总结
The objectives of the present study are to(1)By implementing the SEED Program and using videos as an intervention, the research aims to enhance these critical skills in young children.(2)The study will be the first of its kind to utilize SEED videos as an intervention for pre-schoolers in Hong Kong.(3)If the intervention proves to be effective, the SEED video project can potentially serve as a pilot program for kindergartens in Hong Kong, introducing more children to the SEED Program and its benefits.
详细描述
In today's Hong Kong climate of increased focus on children's academic achievement through spoon-fed education, this learning only emphasises children's literacy and subject knowledge. However, "spoon-fed" education is always divorced from the social context, it leads our new generation to be considered as not knowing how to get along with others, lacking emotional management skills, and lacking perseverance and resilience.
Children's social, emotional and moral development are as important as subject knowledge. It is found that children's social-emotional skills can predict their academic performance, more specifically children with higher levels of social-emotional competence show better academic performance, including higher literacy and math scores.
In Hong Kong, most kindergarten curricula are compiled based on the Education Bureau's Kindergarten Education Curriculum Guidelines. Few curricula focus on social, emotional and moral development. Therefore, Bodhi Love Foundation has launched the SEED (Social, Emotional, Ethical Development) Program recently. The SEED Program aims to foster the critical skills for the development of self-awareness, empathy and interconnectedness in young children.
In the post-COVID-19 era of the 21st century, online learning is convenient and students are accustomed to taking video classes at home. Hence, this study will develop a series of videos based on the SEED Program which will serve several purposes: (a) It will become the first study of using SEED video as an intervention for pre-schoolers in Hong Kong (b) It will contribute to our understanding of SEED Video as an intervention, its effect for pre-schooler (c) If the intervention is effective, the SEED video project can become a pilot project for Hong Kong kindergartens to expose more children to SEED.
This study will focus on students in a kindergarten in the North District of Hong Kong, and the results are planned to be expanded to include K2 and K3.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Other
- 盲法
- Single (Participant)
入排标准
- 年龄范围
- 3 Years 至 7 Years（Child）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •For children: aged 3-7 years old, understand Cantonese
- •For parents: aged 18 years old or above, understand Cantonese
排除标准
- •Unable to understand Cantonese
结局指标
主要结局
Children's Behavioral Questionnaire(CBQ) age 3-7
时间窗: 4th week
In the CBQ, parents are asked to rate their child on a 7-point scale ranging from 1 (extremely untrue of your child) to 7 (extremely true of your child). Parents are also provided with a Not Applicable response option when the child has not been observed in the situation described. The standard form consists 15 subscales, in this study, 3 subscales(35 items in total) from standard form are used, namely Attentional Control, Impulsivity and Inhibitory Control.
Disappointing Gift Task
时间窗: 4th week
Disappointing Gift Task measures children's emotion regulation. Specifically, they are informed that they will receive a very nice gift but end up receiving an undesirable gift, e.g., trash paper. Children's facial expression will be observed and coded based on Saarni's emotion coding system.
Social Skills Improvement System-Rating Scales (Preschool Parents version) (SSIS - SEL)
时间窗: 4th week
The Social Skills Improvement System-Rating Scales (Preschool Parents version) consists of 20 items which assess children's skills in each of the five social-emotional learning competencies: Self-Awareness, Self-Management, Social Awareness, Relationship Skills, Responsible Decision Making. Parents indicate answer to the question on 4-point scale ranging from 1 (not at all) to 4(often).
Strengths and Difficulties Questionnaire (SDQ)
时间窗: 4th week
A 20-item internalizing and externalizing problems subscales of the Strengths and Difficulties Questionnaire will be used to access their child's adjustment difficulties on a 3-point scale ranging from 1 (not true) to 3 (certainly true). The internalizing problems subscale capture emotional symptoms and peer relationship problems, whereas the externalizing problems subscale capture conduct problems and hyperactivity/inattention.
Delay of Shared Gratification Task
时间窗: 4th week
The 5-minute Delay of Shared Gratification Task measures children's sharing behavior involving the small stickers. Children will be asked to share 1-2 stickers with other people over four instances, such as sharing with cost, sharing without cost, and delay of sharing.
Head-Toe-Knees-Shoulders task (HTKS)
时间窗: 4th week
The 10-minute Head-Toe-Knees-Shoulders task (HTKS) measures children's behavioral regulation. Specifically, the task requires children to do the opposite of commands. For each command, the experimenter uses a 3-point scale to record the child's responses at 0 = incorrect, 1 = self-correct, and 2 = correct.
次要结局
未报告次要终点
研究者
Winnie W.S. MAK
Professor
Chinese University of Hong Kong