Intervention on cognitive, behavioral and emotional self-regulation in children: A review of process-based and school curriculum approaches in Argentina
Self-regulation -a core aspect of adaptive human behavior- is linked to developing healthy social and emotional skills, during childhood. Thus, different intervention studies on self-regulation in child population were developed worldwide. In general, these studies employ one of two basic approaches...
| Main Authors: | , , , , , , |
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| Format: | Online |
| Language: | spa |
| Published: |
Instituto de Investigaciones Psicológicas
2020
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| Subjects: | |
| Online Access: | https://revistas.unc.edu.ar/index.php/racc/article/view/24999 |
| _version_ | 1834858167859675136 |
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| author | Canet Juric, Lorena García Coni, Ana Andrés, María Laura Vernucci, Santiago Aydmune, Yesica Stelzer, Florencia Richard's, María Marta |
| author_facet | Canet Juric, Lorena García Coni, Ana Andrés, María Laura Vernucci, Santiago Aydmune, Yesica Stelzer, Florencia Richard's, María Marta |
| author_sort | Canet Juric, Lorena |
| collection | Portal de Revistas |
| description | Self-regulation -a core aspect of adaptive human behavior- is linked to developing healthy social and emotional skills, during childhood. Thus, different intervention studies on self-regulation in child population were developed worldwide. In general, these studies employ one of two basic approaches: Processes-based or school curriculum-based. In Argentina, there are research groups about the topic, but there is not a registry with information about all of them. For these reasons, this systematic review is aimed to relieve, to synthesize and to evaluate the impact of intervention programs (taking into account both approaches) which have been implemented in Argentina, in preschoolers and elementary school student. Among main results the prevalence of analysis of near short-term transfer effects, positive results in populations with and without unsatisfied needs, and difficulties in the intervention context are highlighted. We discuss about the importance of new conditions and politics for self-regulation interventions. |
| format | Online |
| id | oai:ojs.revistas.unc.edu.ar:article-24999 |
| institution | Universidad Nacional de Cordoba |
| language | spa |
| publishDate | 2020 |
| publisher | Instituto de Investigaciones Psicológicas |
| record_format | ojs |
| spelling | oai:ojs.revistas.unc.edu.ar:article-249992020-04-14T03:58:35Z Intervention on cognitive, behavioral and emotional self-regulation in children: A review of process-based and school curriculum approaches in Argentina Intervención sobre autorregulación cognitiva, conductual y emocional en niños: Una revisión de enfoques basados en procesos y en el currículo escolar, en Argentina Canet Juric, Lorena García Coni, Ana Andrés, María Laura Vernucci, Santiago Aydmune, Yesica Stelzer, Florencia Richard's, María Marta self-regulation childhood interventions Argentina autorregulación niñez intervenciones Argentina Self-regulation -a core aspect of adaptive human behavior- is linked to developing healthy social and emotional skills, during childhood. Thus, different intervention studies on self-regulation in child population were developed worldwide. In general, these studies employ one of two basic approaches: Processes-based or school curriculum-based. In Argentina, there are research groups about the topic, but there is not a registry with information about all of them. For these reasons, this systematic review is aimed to relieve, to synthesize and to evaluate the impact of intervention programs (taking into account both approaches) which have been implemented in Argentina, in preschoolers and elementary school student. Among main results the prevalence of analysis of near short-term transfer effects, positive results in populations with and without unsatisfied needs, and difficulties in the intervention context are highlighted. We discuss about the importance of new conditions and politics for self-regulation interventions. La autorregulación resulta fundamental para el comportamiento adaptativo, vinculándose en la infancia con el desarrollo de habilidades sociales, emocionales y cognitivas. En el mundo, se registran estudios de intervención en autorregulación en población infantil, generalmente, asumiendo uno de dos enfoques: basado en procesos o en el currículo escolar. En Argentina existen grupos de investigación sobre la temática, pero no un registro que reúna y compare sistemáticamente sus iniciativas. Consecuentemente, este trabajo se propuso mediante una revisión sistemática, relevar, sintetizar y evaluar el impacto de los programas de intervención (considerando ambos enfoques) implementados en Argentina, en niños de educación inicial y primaria. Como resultados se destacan: prevalencia del análisis de los efectos sobre la transferencia cercana a corto plazo; resultados positivos en población con y sin necesidades insatisfechas; y dificultades en el contexto de intervención. Se discute sobre la importancia de generar nuevas condiciones y políticas para la intervención en autorregulación. Instituto de Investigaciones Psicológicas 2020-04-12 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.unc.edu.ar/index.php/racc/article/view/24999 10.32348/1852.4206.v12.n1.24999 Argentinean Journal of Behavioral Sciences; Vol. 12 No. 1 (2020): REVISTA ARGENTINA DE CIENCIAS DEL COMPORTAMIENTO; 1-25 Revista Argentina de Ciencias del Comportamiento; Vol. 12 Núm. 1 (2020): REVISTA ARGENTINA DE CIENCIAS DEL COMPORTAMIENTO; 1-25 1852-4206 10.32348/1852.4206.v12.n1 spa https://revistas.unc.edu.ar/index.php/racc/article/view/24999/29398 Derechos de autor 2020 Lorena Canet Juric, Ana García Coni, María Laura Andrés, Santiago Vernucci, Yesica Aydmune, Florencia Stelzer, María Marta Richard's |
| spellingShingle | self-regulation childhood interventions Argentina autorregulación niñez intervenciones Argentina Canet Juric, Lorena García Coni, Ana Andrés, María Laura Vernucci, Santiago Aydmune, Yesica Stelzer, Florencia Richard's, María Marta Intervention on cognitive, behavioral and emotional self-regulation in children: A review of process-based and school curriculum approaches in Argentina |
| title | Intervention on cognitive, behavioral and emotional self-regulation in children: A review of process-based and school curriculum approaches in Argentina |
| title_alt | Intervención sobre autorregulación cognitiva, conductual y emocional en niños: Una revisión de enfoques basados en procesos y en el currículo escolar, en Argentina |
| title_full | Intervention on cognitive, behavioral and emotional self-regulation in children: A review of process-based and school curriculum approaches in Argentina |
| title_fullStr | Intervention on cognitive, behavioral and emotional self-regulation in children: A review of process-based and school curriculum approaches in Argentina |
| title_full_unstemmed | Intervention on cognitive, behavioral and emotional self-regulation in children: A review of process-based and school curriculum approaches in Argentina |
| title_short | Intervention on cognitive, behavioral and emotional self-regulation in children: A review of process-based and school curriculum approaches in Argentina |
| title_sort | intervention on cognitive behavioral and emotional self regulation in children a review of process based and school curriculum approaches in argentina |
| topic | self-regulation childhood interventions Argentina autorregulación niñez intervenciones Argentina |
| topic_facet | self-regulation childhood interventions Argentina autorregulación niñez intervenciones Argentina |
| url | https://revistas.unc.edu.ar/index.php/racc/article/view/24999 |
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