The Study of the Effect of Thinking from Multidimensional Perspectives Training Program on the School Readiness of 5 and 6 Year-old Children

Gür, Çağla; Koçak, Nurcan; Sağlar, Muharrem

doi:10.15390/eb.2017.6760

Cited by 4 publications

(4 citation statements)

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“…We excluded eight studies from this review. Five studies were excluded because they did not meet the duration or intensity specified in the protocol (Gür, 2017;Tzuriel, 1998;Tzuriel, 1999). One study was excluded because it specifically targeted children with special educational needs (Hodges, 1967), and another because it delivered the same intervention to all children in the trial but compared outcomes by family socio-economic status (Di Lorenzo, 1967).…”

Section: Excluded Studiesmentioning

confidence: 99%

Centre‐based early education interventions for improving school readiness: A systematic review

McCartan,

Roberts,

Jordan

2023

Campbell Systematic Reviews

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BackgroundGlobally, children are legally obliged to attend school at a certain age (ranging from 4 to 7 years old). Developmental differences are rarely considered at school entry nor are they always reflected in the teaching and learning environment. Children who start school without being ready to cope may be significantly disadvantaged. Failure at school can impact directly on long‐term outcomes such as unemployment, crime, adolescent pregnancy, and psychological and physical morbidity in adulthood. In contrast, experiencing success at school can impact positively on a child's self esteem, behaviour, attitude, and future outcomes. School readiness interventions aim to prepare a child for the academic content of education and the psychosocial competencies considered important for learning such as self‐regulation, listening, following instructions and learning to share in play and other social settings. There is a need for evidence of the effectiveness of centre‐based school readiness interventions.ObjectivesTo evaluate the effectiveness of centre‐based interventions for improving school readiness in preschool children.Search MethodsIn October 2021 we searched CENTRAL, MEDLINE, Embase, ERIC, PsycINFO, ERIC, eight additional databases and three trials registers. Other eligible studies were identified through handsearches of reference lists, reports, reviews and relevant websites.Selection CriteriaWe included randomised controlled trials (RCTs) and quasi‐RCTs comparing centre‐based school readiness interventions to no intervention, wait‐list control or treatment as usual (TAU) for children (aged three to 7 years before starting compulsory education). The primary outcomes were school readiness and adverse effects.Data Collection and AnalysisWe used standard methodological procedures expected by Cochrane. We used GRADE to assess the certainty of evidence.Main ResultsWe included data from 32 trials involving 16,899 children (6590 included in at least one meta‐analysis). Four studies compared centre‐based early education interventions with no treatment controls. Twenty‐two trials compared an enriched school curriculum to treatment as usual (TAU). Children were aged between 3 and 7 years old (mean age 4.4 years), 51.7% were boys and at least 70% were from a racial/ethnic minority group. Most studies were conducted in the USA and mainly located in areas of high socioeconomic deprivation. Interventions were delivered in centre‐based settings (pre‐kindergarten or elementary schools), for at least one half day, 4 days per week over the academic year. Follow‐up ranged from up to 1 year (short‐term), 1–2 years (medium‐term) and over 2 years (long‐term). We judged the certainty of evidence to be very low to moderate across all outcome measures. We downgraded the certainty of the evidence because the included studies were at an unclear or high risk of bias due to poor reporting, imprecision arising from small sample sizes and wide confidence intervals, and inconsistency due to statistical heterogeneity. Most studies were considered to be low or unclear risk for selection, detection, performance, attrition, selective reporting, and other bias. Allocation bias was at high risk in 10 studies. The US federal government funded most of the studies.Comparison 1. Centre‐based early education interventions for improving school readiness versus no interventionCognitive development. There may be little to no difference in cognitive development between centre‐based early education interventions and no intervention at long‐term follow‐up (MD: 3.28, 95% CI: 0.23 to 6.34; p = 0.04; 2 studies, 361 participants; low certainty evidence).Emotional well‐being and social competence. There may be no clear difference in social skills in centre‐based early education interventions compared to the no intervention control group at short‐term follow‐up (SMD: −0.11, 95% CI: −0.54 to 0.33; p = 0.63; 3 studies, 632 participants; low certainty evidence). Heterogeneity for this outcome was substantial (I² = 71%).Health development. Narrative analysis from a single study showed that centre‐based early education interventions may improve health development outcomes such as health checks, immunisation compliance and dental care (1 study, 142 participants; low certainty evidence).None of the studies reported on school readiness, adverse effects, or physical development.Comparison 2. Centre‐based early education interventions for improving school readiness versus TAUSchool readiness. The evidence is very uncertain about the effect of centre‐based early education interventions compared to TAU on school readiness up to 1 year post‐intervention (SMD: 1.17, 95% CI: −0.61 to 2.95; p = 0.20; 2 studies, 374 participants; very low certainty evidence). Heterogeneity for this outcome was considerable (I² = 95%).Cognitive development. The evidence is very uncertain about the effect on cognitive development between centre‐based early education interventions and TAU at long‐term follow‐up (MD: 9.34, 95% CI: −6.64 to 25.32; p = 0.25; 2 studies, 136 participants; very low certainty evidence). Heterogeneity for this outcome was considerable (I² = 92%).Emotional well‐being and social competence. A meta‐analysis of 12 studies demonstrated there may be little to no difference in social skills between centre‐based early education interventions and TAU at short‐term follow‐up (SMD: 0.11, 95% CI: −0.05 to 0.28; p = 0.19; 12 studies, 4806 participants; low certainty evidence).Physical development. Evidence from one study showed that centre‐based early education interventions likely have little to no difference in increasing fine motor skills compared to TAU at short‐term follow‐up (MD: 0.80, 95% CI: −1.11 to 2.71; 1 study, 334 participants; moderate certainty evidence).None of the studies measured adverse effects or health development.Authors' ConclusionsWe found very low, low and moderate‐certainty evidence that centre‐based interventions convey little to no difference to children starting school compared to no intervention or TAU, up to 1 year. More research, measuring relevant outcomes, conducted outside the USA, is required to improve programmes designed to meet the needs of children starting school.

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Section: Excluded Studiesmentioning

confidence: 99%

Centre‐based early education interventions for improving school readiness: A systematic review

McCartan,

Roberts,

Jordan

2023

Campbell Systematic Reviews

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“…There are five different dimensions of thinking from multidimensional perspectives (Gür, 2016;Gür et al, 2016;Gür et al, 2017;Gür & Koçak, 2018). These dimensions were adapted from Collaborative for Academic, Social and Emotional Learning (CASEL).…”

Section: Thinking From Multidimensional Perspectivesmentioning

confidence: 99%

Does Positive Thinking Predict Positive Learning Behaviors in Preschoolers? / Može li se pomoću pozitivnoga razmišljanja predvidjeti pozitivno ponašanje pri učenju kod djece predškolske dobi?

Gür

Eser

2023

Croatian Journal of Education

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This study aims to investigate the effect of the Positive Thinking Program with Multidimensional Perspectives on the learning behavior of preschool children (5 years old) and the teachers' evaluation of the program. The approaches of Positive Psychology and Philosophy for Children (P4C) were used as a basis in the development of the Positive Thinking Education activities with multidimensional perspectives. Practices of positive thinking with multidimensional perspectives are easily applied to pre-schoolers in the context of activities in science and nature, mathematics, art, music, stories, etc. Five preschool teachers and 160 children were involved in the research group (80 in the experimental group and 80 in the control group). The explanatory sequential design, one of the mixed research designs, was used as a method in the study. The quantitative data study was conducted as a quasi-experiment with a pretest-posttest control group. On the other hand, qualitative data were collected at the end of the educational process through face-to-face interviews with teachers about their evaluation. As a result of the study, it was found that the program had significant effects on the learning behavior. The teachers' assessments of the program were discussed in detail.Key words: early childhood educators, education, educational programs, preschoolers, preschool teachers, positive thinking.---SažetakCilj je ovoga istraživanja ispitati utjecaj koji Program pozitivnoga razmišljanja s višedimenzionalnim perspektivama ima na ponašanje tijekom učenja kod djece predškolske dobi (5 godina starosti) te evaluaciju programa prema mišljenju odgajatelja. Pristupi koji se primjenjuju u Pozitivnoj psihologiji i filozofiji za djecu (P4C) poslužili su kao osnova pri osmišljavanju aktivnosti u Programu pozitivnoga razmišljanja s višedimenzionalnim perspektivama. Prakse pozitivnoga razmišljanja s višedimenzionalnim perspektivama lako se primjenjuju u radu s djecom predškolske dobi u kontekstu aktivnosti u prirodi i u području znanosti, matematike, umjetnosti, glazbe, u pričama itd. Skupina ispitanika sastojala se od petero odgajatelja koji rade u ustanovama za predškolski odgoj i 160 djece (80 ih je uvršteno u eksperimentalnu, a 80 u kontrolnu skupinu). U istraživanju je korišten eksplanatorni sekvencijalni nacrt, kao jedan od nacrta mješovitoga istraživanja. Provedena je analiza kvantitativnih podataka u obliku kvazieksperimenta s predtestom i posttestom u kontrolnoj skupini. S druge strane, kvalitativni podatci prikupljeni su na kraju obrazovnoga procesa kroz intervjue uživo s odgajateljima, u kojima su odgajatelji evaluirali program. Rezultati istraživanja pokazali su da je program imao značajan utjecaj na ponašanje pri učenju. Detaljno su obrazložene evaluacije programa prema mišljenju odgajatelja. Ključne riječi: odgojitelji, odgoj, obrazovni programi, predškolci, odgojitelji, pozitivno mišljenje.

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“…Investing in children means investing in the future. Teacher training, parent awareness through family involvement activities, and supportive educational programs in schools are considered effective studies in this regard (Gür et al, 2017; Gur & Kocak, 2018; Young et al, 2019). Initiating these studies in early childhood education will lead to more effective outcomes.…”

Section: The Present Studymentioning

confidence: 99%

“…Furthermore, numerous studies emphasize that one may learn to think positively, look at situations from different perspectives, and build life patterns that allow them to cope with negativity more conveniently (Doidge, 2019; Gür, 2018; Schweizer et al, 2020; Siegel & Bryson, 2018; Young et al, 2019). Viewing events from different perspectives has an impact on thinking and behaviors (Gelperin, 2020; Gür et al, 2017). Based on all the above, educating individuals at an early age about what they can do in this regard is considered to make a meaningful contribution to their well-being.…”

Section: Introductionmentioning

confidence: 99%

Who? What? How? From a Standard Teacher Meeting to a Preschool Positive Thinking Project

Gür

Eser

2022

Sage Open

Self Cite

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This study was conducted as part of the project Art of Happiness: Positive Thinking in Preschool and Subjective Well-Being Project, a preventive psycho-educational project. The research was planned as an action study, structured with four interrelated studies. The first study was conducted qualitatively with 15 teachers. First, the data regarding the expectations and requirements of teachers were obtained, the evaluation process was conducted, and positive thinking training was tailored for teachers. In the second study, the teacher training process, having been designed in line with the first study was implemented and tested. The study was conducted with a sample group comprising 50 experimental and 50 control groups, while a quasi-experimental design with a pretest-posttest control group was employed. The third study refers to the planning and designing of the education intended for children in schools for positive thinking and well-being practices. In this context, a focus group discussion was held through the involvement of eight teachers. In the fourth study, the implementation process in schools was evaluated. This study included 80 children aged 5, 40 of whom were in the experimental group and 40 in the control group. The effect of positive thinking education delivered to children was evaluated through the pretest-posttest control group design. Also, the process evaluations of the teachers who educated the children in the experimental group were obtained through interviews. Educational programs for teachers and children were developed and implemented within the scope of the study, and significant findings were obtained for both preschool teachers and children. Besides positive thinking training, research findings indicated that planning the process through the active participation of teachers and their embracing the project contributed significantly to the meaningful learning outcomes.

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The Study of the Effect of Thinking from Multidimensional Perspectives Training Program on the School Readiness of 5 and 6 Year-old Children

Cited by 4 publications

References 12 publications

Centre‐based early education interventions for improving school readiness: A systematic review

Centre‐based early education interventions for improving school readiness: A systematic review

Does Positive Thinking Predict Positive Learning Behaviors in Preschoolers? / Može li se pomoću pozitivnoga razmišljanja predvidjeti pozitivno ponašanje pri učenju kod djece predškolske dobi?

Who? What? How? From a Standard Teacher Meeting to a Preschool Positive Thinking Project

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