مرور نظام‌مند برنامه‌های موجود با هدف ارتقای سطح کارکرد‌های اجرایی و مهارت‌های هیجانی-‌اجتماعی کودکان پیش‌دبستانی

مقدمه: اهمیت بالای دوران پیش‌دبستان در فعال سازی ظرفیت‌های شناختی، کارکردهای اجرایی و مهارت‌های هیجانی_اجتماعی کودکان، برای پژوهشگران این حوزه بسیار روشن است. با عنایت به این مهم، پژوهش حاضر برای به دست آوردن تصویری از مطالعات موجود در این حوزه، مروری نظام‌مند بر برنامه‌های مداخلاتی موجود با هدف ارتقای سطح کارکردهای اجرایی و مهارت‌های هیجانی_اجتماعی کودکان پیش‌دبستانی صورت داده است.روش کار: به همین منظور، در این مطالعه مروری نظام‌مند، از میان بیش از 200 مقاله نمایه شده در پایگاه‌های اطلاعاتی معتبر خارجی از جمله google scholar، springer و sciencedirect، و داخلی شامل مگیران (magiran)، نورمگز (noormags) و پایگاه مرکز اطلاعات علمی جهاد دانشگاهی ((sid)scientific information database )، تعداد 66 مقاله فارسی و انگلیسی بر اساس معیارهای مشخص ‌شده از جمله نوع مداخله و گروه سنی مخاطب، انتخاب و مورد بررسی کامل قرار گرفتند. یافته‌ها: یافته‌های این پژوهش نشان داد که عمده مطالعات به انجام رسیده در زمینه بهبود کارکردهای اجرایی و مهارت‌های هیجانی_اجتماعی، بر روی دانش آموزان دبستانی و بزرگ‌تر صورت گرفته است. همچنین، با وجود اثربخشی اجرای برنامه‌های آموزشی پراکنده بر بهبود مهارت‌های شناختی، هیجانی_اجتماعی و تحصیلی کودکان پیش‌دبستانی، فقدان برنامه‌های آموزشی جامع که در برگیرنده آموزش کارکردهای اجرایی و نیز مهارت‌های هیجانی_اجتماعی به ‌صورت تلفیقی باشد، به چشم می‌خورد. نتیجه‌گیری: از این ‌رو و با توجه به اهمیت ویژه دوره پیش از دبستان در رشد کارکردهای اجرایی، تدوین برنامه‌های آموزشی تلفیقی که در بردارنده ویژگی‌های لازم برای یک برنامه جامع باشند برای سنین پیش از دبستان ضروری تلقی می‌گردد.

A systematic review of programs improving executive functions and social-emotional skills of preschoolers

Introduction: The high importance of preschool in activating childrenchr('39')s cognitive capacities, executive functions and socialemotional skills is evident to researchers in this area. Regarding this matter, the present study, to obtain an overview of the existing studies in this area, aimed to conduct a systematic review of the existing intervention programs to improve preschools rsquo; the level of executive functions and socialemotional skills.Methods: In this systematic review, Englishlanguage research in the fields of the effectiveness of educational programs to enhance executive functions, and socialemotionalskills in preschool children indexed in the Google Scholar, Springer, and ScienceDirect databases from 1990 to 2019, have been searched using the following keywords: Executive functions in preschoolers , Executive functions training programs in preschoolers , Socialemotional competence in preschoolers , Socialemotional skills in preschoolers , Executive functions and academic achievement or performance in preschoolers , The effectiveness of Socialemotional training programs on preschoolers , and The effectiveness of cognitive training programs on preschoolers . In addition, Persianlanguage studies that have been uploaded in Magiran, Noormags, and Scientific Information Database (SID) from 2001 to 2019 have been searched using the following keywords: SocialemotionalSkills , Functions Executive , Academic Achievement , Academic Performance , Academic Success , Preschool Children and Children 4 to 6 years old .In total, more than 200 studies in this field were reviewed and evaluated, and 66 articles were selected. After the initial selection, credible studies in which educational interventions were conducted only to improve executive functions and socialemotionalskills in preschool children and solve their behavioral problems were selected. Among these, studies in which the educational program rsquo;s purpose was to improve the level of childrenchr('39')s academic performance were excluded from the study. Then, from the selected articles, information was collected, classified, and summarized in three areas of executive function training, socialemotionalskills training, and simultaneous training of these two to preschool children. Due to systematic review method, no ethical issues were faced during this study rsquo;s conduction.Results: The results of current research revealed that most of the studies were conducted to improve students rsquo; executive functions and socialemotional skills. Moreover, despite the effectiveness of various curricula in improving preschoolers rsquo; cognitive, socialemotional and academic skills, a comprehensive curriculum in which executive functions and socialemotional skills are being trained together does not exist.Conclusion: It is suggested that developers of educational programs for preschool children pay attention to more areas of childrenchr('39')s development based on the present study rsquo;s findings. Namely, they should try to teach executive functions and socialemotionalskills to children in a combined way. Also, educational programs should include programs for training teachers and school staff to implement their school and classroom programs better. Moreover, classroom management techniques and improving the teacherstudent relationship, as well as attracting parental involvement, and training parents to improve parentchild relationships are essential. To this end, it is suggested that programs for teaching executive functions and socialemotionalskills to preschool children should be developed and implemented at three levels of education for parents, teachers, and children. Future studies in this field and focusing on implementing the program on children with low cognitive, emotional, and behavioral skills, should also consider improving the level of these skills in normal children. In addition, educational programs can lead to better learning and the consolidation of skills in children if they are designed to be implemented for at least one academic year. Finally, it is suggested that domestic developers of programs and be more transparent in reporting on the implementation method and details of their programs so that these interventions can be more accurately evaluated and compared with foreign programs.