ABSTRACT

Research has shown that the first few years of a child’s life are critical for developing executive functioning and emotional regulatory skills. This study aimed to evaluate how begin to ECSEL (Emotional, Cognitive and Social Early Learning), an intervention designed to promote young children’s emotional competence, influenced children’s self-regulation and executive functions. The study collected data from 94 children, aged 2–6 years old, through behavioral testing and compared them to a matched group of children who had not been exposed to the begin to ECSEL programme. Children’s self-regulation and executive functioning skills were assessed using four specific tasks from the Preschool Self-Regulation Assessment: balance beam, pencil tap, snack delay and toy wrap. Results demonstrated that children who were enrolled in the begin to ECSEL programme performed significantly better than the comparison group, suggesting significantly better self-regulation and executive function skills as a result of the begin to ECSEL intervention.

摘要

研究表明，儿童生命的最初几年对于发展执行功能和情绪调节技能至关重要。本研究旨在评估 ECSEL（情绪、认知和社会早期学习）是一种旨在促进幼儿情绪能力的干预措施，它如何影响儿童的自我调节和执行功能。该研究通过行为测试收集了 94 名 2-6 岁儿童的数据，并将他们与未接触过 begin to ECSEL 计划的匹配儿童组进行比较。使用学前自我调节评估中的四项具体任务评估儿童的自我调节和执行功能技能：平衡木、铅笔敲击、零食延迟和玩具包装。