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Early Development of Academic Skills in the Classroom

NCT05224700 · Status: UNKNOWN · Phase: NA · Type: INTERVENTIONAL · Enrollment: 754

Last updated 2022-03-02

No results posted yet for this study

Summary

This is a two-arm cluster randomized controlled trial. The two arms will be: 1) Intervention group, where the stimulation program will be implemented; and 2) Comparison group (active).

The aim of this study is: To evaluate the effectiveness of a program aimed at stimulating cognitive (working memory and inhibitory control), emotional (emotion recognition), and social competence skills (choice of prosocial behaviors) for the development of initial literacy learning and pre-calculation in socioeconomically disadvantaged preschoolers immediately after the intervention and at 6, 12, 18, and 24 months post intervention, controlling for gender, mental health, and baseline state of the skills stimulated.

The intervention program, which targets cognitive, emotional, and social competence skills, was designed for socioeconomically disadvantaged preschoolers in order to stimulate their working memory, inhibitory control, emotion recognition, and choice of prosocial behaviors during the development of the academic skills of initial literacy learning and pre-calculation. Immediately after the completion of the intervention program, participants are expected to show improvements in these skills and the academic skills of initial literacy learning and pre-calculation.

Conditions

  • General Population of Children Aged 3 to 5 Years Old

Interventions

BEHAVIORAL

JAPI

Each child will play on a tablet with headphones during 20 sessions lasting 30 minutes each, 2 times per week. All the activities are games with the following structure: an introduction with instructions and protagonist selection, followed by a practice exercise to ensure that the children understand what they have to do (the exercise is repeated until the child performs it correctly), and, finally, the activity itself (4 different activities with 5 tries each). The first 10 sessions jointly stimulate working memory and emotion knowledge (4 activities focused on each skill per session), while the 10 remaining sessions stimulate inhibitory control and the selection of prosocial behaviours. In the inhibitory control activities, they must suppress automatic stimuli and processes; in the emotion recognition activities, they must identify basic emotions; and in the selection of prosocial behaviours, they must choose an option to deal with a social problem.

BEHAVIORAL

Painting group

Each child will play on a tablet with headphones during 20 sessions lasting 30 minutes each, 2 times per week. They will play a tablet-based painting game that involves no cognitive, emotional, or social competence stimulation

Sponsors & Collaborators

  • Universidad de los Andes, Chile

    collaborator OTHER

  • University of Talca

    lead OTHER

Study Design

Allocation
RANDOMIZED
Purpose
PREVENTION
Masking
SINGLE
Model
PARALLEL

Eligibility

Min Age
3 Years
Max Age
5 Years
Sex
ALL
Healthy Volunteers
Yes

Timeline & Regulatory

Start
2022-03-01
Primary Completion
2022-07-30
Completion
2025-03-30

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Read the full study record

This page highlights key information. For complete eligibility criteria, study locations, investigator contacts, and the full protocol, visit the original record on ClinicalTrials.gov.

View NCT05224700 on ClinicalTrials.gov