The impact of the 101s storybook intervention program on executive function, the 101s social-emotional skills, and school achievement in preschoolers
Issued Date
2015-03
Resource Type
Language
eng
ISSN
2187-4743
Rights
Mahidol University
Rights Holder(s)
iafor
Suggested Citation
Duangporn Jinnatanapong, Vasunun Chumchua, Nuanchan Chutabhakdikul, Panadda Thanasetkorn (2015). The impact of the 101s storybook intervention program on executive function, the 101s social-emotional skills, and school achievement in preschoolers. Retrieved from: https://repository.li.mahidol.ac.th/handle/20.500.14594/43870
Title
The impact of the 101s storybook intervention program on executive function, the 101s social-emotional skills, and school achievement in preschoolers
Abstract
Multidisciplinary research in child development has underlined the significance of
executive function (EF) development to children’s school and life success. Previous
research in the 101s positive discipline training program; the U.S. national winningaward
program for training parents, teachers, and early childhood educators to
promote children's social-emotional and cognitive skills, have showed the positive
impact on the parenting practices and children’s EF skills in Thailand for years. The
current research attempted to further study the impact of the 101s children’s training
on their EF development. Therefore, this research aimed to investigate the impact of
the 101s Storybook program on EF and 101s social-emotional skills, and the
correlations among EF, 101s social-emotional skills, and school achievement. A quasi-experimental, pre-posttest control
group was designed. The sample was 4-year-old children in two classrooms in an
elementary school. One classroom (n = 20) was intervention group where the children
received the 101s Storybook program, and the other classroom (n = 20) was control
group where the children received no intervention. Before and after the program
implementation, the teachers of the children were asked to rate the behavior rating
inventory of executive function® and the 101s social-emotional checklist. A series of
MANCOVA was employed to evaluate the different mean scores of the dependent
variables. A bivariate correlation was also performed to evaluate the correlations
among the dependent variables. The results showed the positive impact of the 101s
Storybook program on children’s EF, 101s social-emotional skills, and school
achievement. The discussions, limitations, implications and suggestions are
discussed.
Description
The Asian Conference on Psychology the Behavioral Sciences 2015 (pp. 655-672). Japan.