Alex Baron|Maria Evangelou|Lars?Erik Malmberg|G.J. Melendez?Torres
The Tools of the Mind curriculum for improving self?regulation in early childhood: a sytematic review
campbell systematic review examines evidence effectiveness tools mind curriculum promoting childrens selfregulation academic skills order inform implementation schools participants included students ages gender ethnicity special education status languagelearning status socioeconomic status review summarizes findings 14 records across six studies conducted usa tools curriculum significantly improved childrens math skills relative comparison curricula effect size small also shortcomings quality evidence although average effect sizes selfregulation literacy favored tools compared approaches effect statistically significant evidence small number included studies mostly consistent evidence observed similar programs evidence weak results outcome measures statistically significant plain language summary tools mind curriculum improves selfregulation academic skills early childhood tools mind early childhood curriculum appear improve childrens selfregulation academic skills assessment tools curriculum hampered lack rigorous evidence research necessary corroborate finding review study tools mind tools early childhood education curriculum involves structured makebelieve play scenarios series curricular activities tools aims promote improve childrens selfregulation academic skills dual focus selfregulation socialemotional skills educational contexts review examines evidence effectiveness tools promoting childrens selfregulation academic skills order inform implementation schools aim review campbell systematic review examines evidence effectiveness tools mind curriculum promoting childrens selfregulation academic skills order inform implementation schools participants included students ages gender ethnicity special education status languagelearning status socioeconomic status review summarizes findings 14 records across six studies conducted usa studies included included studies used randomized controlled trials quasiexperimental studies reported one quantitative effect sizes regarding tools effectiveness selfregulatory academic domains total 14 records across six studies included review participants included students ages gender ethnicity special education status language learning status socioeconomic status studies included measured least one four primary outcomes measure secondary outcome studies compared tools businessasusual another intervention included review included studies conducted usa main results review tools curriculum significantly improved childrens math skills relative comparison curricula effect size small also shortcomings quality evidence although average effect sizes selfregulation literacy favored tools compared approaches effect statistically significant evidence small number included studies mostly consistent evidence observed similar programs evidence weak results outcome measures statistically significant findings review mean generally tools curriculum seems improve childrens selfregulation academic skills however given small number included studies well methodological shortcomings high risk bias included studies conclusion read caution doubt validity findings tools educational approach seems consistent many child developmental theories ruled need conduct high quality research especially studies focused demonstrating tools effectiveness promoting childrens selfregulation skills uptodate review review authors searched studies published december 2016 campbell systematic review published october 2017 executive summaryabstract background tools mind tools early childhood education curriculum aims simultaneously promote childrens selfregulation academic skills given increasing focus selfregulation socialemotional skills educational contexts tools become increasingly implemented classrooms around united states canada chile despite growing popularity tools evidence base remains mixed objectives aim review synthesize evidence effectiveness tools program promoting childrens selfregulation academic skills search methods systematic search conducted october 21 december 3 2016 search yielded 176 titles abstracts 25 deemed potentially relevant fulltext screening 14 reports six studies eligible inclusion selection criteria order included study must one quantitative effect sizes regarding tools effectiveness selfregulatory academic domains moreover study must employed statistical mechanisms control potential confounds studies compared tools businessasusual another intervention eligible inclusion whereas studies pertain tools curriculum excluded reports whether published unpublished could come national context language student population time period long conditions outlined met data collection analysis included studies classified randomized controlled trials though quasiexperimental studies eligible inclusion included study yielded effect sizes form standardized mean differences outcomes interest included assessorreported selfregulation skills eg teachers parents rating childrens selfregulation taskbased selfregulation skills eg children performing selfregulation task computer receiving score literacy skills math skills effect sizes interpreted tools effect relative businessasusual programs interventions results evidence indicated statistically significant benefits tools children math pooled effect size pooled effect sizes selfregulation literacy favored tools reach statistical significance authors conclusions results indicate positive yet small effects tools program three four pooled effect sizes reach statistical significance four pooled effect sizes favored tools small number included studies reduced power could explain lack statistical significance across three four outcome measures contrast also possible tools either substantially influence childrens selfregulation influence small detected current evidence base background