Protocol of Self-Regulation in Early Learners: The Role of Recreational Programs
- Conditions
- ImpulsiveAttention DifficultiesEmotion RegulationSelf Regulation
- Interventions
- Behavioral: Recreation Activity Program
- Registration Number
- NCT06360016
- Lead Sponsor
- Selcuk University
- Brief Summary
Protocol of Self Regulation in Early Learners: The Role of Recreational Activity Program (RAP) RAP, which included fun games and lasted 24 sessions, was applied to the students in the study group. Twenty-four sessions include games that help gain rhythm, balance, and patience. The program is planned according to the game theory model, which aims to have fun for children. The program, which aims to develop children's self-regulation skills based on the essential reflections of the model, will include fun games with simple rules. Before the program was implemented, the researchers informed the experimental group about the research and the program, and verbal consent was obtained from the participants.
- Detailed Description
The study titled "Protocol of Self-Regulation in Early Learners: The Role of Recreational Programs" focuses on the influence of structured recreational activities on the development of self-regulation skills among preschool children. Self-regulation is a crucial ability, facilitating children's academic performance, social behaviors, and emotional well-being.
RAP, which included fun games and lasted 24 sessions, was applied to the students in the study group. Twenty-four sessions include games that help gain rhythm, balance, and patience. The program is planned according to the game theory model, which aims to have fun for children. The program, which aims to develop children's self-regulation skills based on the essential reflections of the model, will include fun games with simple rules. Before the program was implemented, the researchers informed the experimental group about the research and the program, and verbal consent was obtained from the participants.
Recruitment & Eligibility
- Status
- COMPLETED
- Sex
- All
- Target Recruitment
- 38
Attending at least 22 sessions -
Study & Design
- Study Type
- INTERVENTIONAL
- Study Design
- PARALLEL
- Arm && Interventions
Group Intervention Description Protocol-RP Recreation Activity Program The sample size was determined using the G-Power 3.01 program (G\*Power 3.1 Manual, 2017), based on a Type I error of 0.05, a power of 0.95, and an effect size of f=0.55. According to these calculations, the sample size was set to a minimum of 10 individuals. Since the study was a pre-test post-test control group design and to prevent the reduction of internal validity due to any data loss, it was decided that each group (experimental and control) should have 20 participants. The school that formed the experimental group had only one preschool class, comprising 21 students.
- Primary Outcome Measures
Name Time Method Self-Regulation Assessment Pre-post test (before implemention and up to 24 weeks) Preschool Self-Regulation Assessment: The 'Preschool Self-Regulation Assessment' scale measured the self-regulation skills of the children. Developed by Smith-Donald et al. (2007), this assessment tool allows for a performance-based evaluation. The Practitioner's Assessment Form within the scale provides the evaluator with the opportunity to assess the child's emotions, attention level, and behaviors based on the interaction between the practitioner and the child. The Practitioner's Assessment Form is a rubric-type rating scale scored from 0 to 3. The Turkish adaptation of the scale was carried out by Tanrıbuyurdu and Yıldız in 2012. The factor analysis performed within the scope of construct validity has determined that the scale has a two-factor structure: Attention/Impulse Control and Positive Emotion. The scale consists of 16 items, and the reliability coefficient (α) of the entire scale has been determined as .83.
- Secondary Outcome Measures
Name Time Method
Trial Locations
- Locations (1)
Selcuk University
🇹🇷Konya, Turkey