The execution functional training program for improving the first grader problem
| Project/Area Number |
24600009
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Multi-year Fund |
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| Section | 一般 |
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| Research Field |
子ども学(子ども環境学)
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| Research Institution | Hyogo University of Teacher Education |
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Principal Investigator |
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| Project Period (FY) |
2012-04-01 – 2016-03-31
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| Project Status |
Completed (Fiscal Year 2015)
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| Budget Amount *help |
¥5,460,000 (Direct Cost: ¥4,200,000、Indirect Cost: ¥1,260,000)
Fiscal Year 2015: ¥1,560,000 (Direct Cost: ¥1,200,000、Indirect Cost: ¥360,000)
Fiscal Year 2014: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000)
Fiscal Year 2013: ¥1,430,000 (Direct Cost: ¥1,100,000、Indirect Cost: ¥330,000)
Fiscal Year 2012: ¥1,560,000 (Direct Cost: ¥1,200,000、Indirect Cost: ¥360,000)
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| Keywords | 実行機能 / セルフレギュレーション / 抑制機能 / ワーキングメモリ / 就学前児 / 小１プロブレム / STARTプログラム / 学習成績 / 小1プロブレム / セルフ・レギュレーション / 就学準備教育 / 小学1年生 / 介入研究 |
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| Outline of Final Research Achievements |
We have the “first grader problem” in Japan. We think that this problem originated in the immaturity of a child's execution function (EF). Hence, we developed EF reinforcement program in Japan called Social Thinking and Academic Readiness Training (START; Imai-Matsumura, 2010). The current study investigated the differences in the effects of the START program academic readiness lessons on EF, behavioral self-regulation, and children’s switching response to teacher’s directions in 4- and 5-year-old children. The EF improved after the START lessons in both age groups. The significant relationship between the EF before entering school and the study results after elementary school entrance also became clear.
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Report
(5 results)
Research Products
(5 results)
