Protocol of Self-Regulation in Early Learners: The Role of Recreational Programs

Emotion Regulation Clinical Trial

— Protocol-RAP  

Official title:

Protocol of Self-Regulation in Early Learners: The Role of Recreational Programs

Clinical Trial Details — Status: Completed

Administrative data

• NCT number: NCT06360016
• Other study ID #: Protocol-RAP
• Status: Completed
• Phase: N/A
• Start date: February 13, 2023
• Est. completion date: February 1, 2024

Study information

• Verified date: April 2024
• Source: Selcuk University
• Contact: n/a
• Is FDA regulated: No
• Study type: Interventional

Clinical Trial Summary

Protocol of Self Regulation in Early Learners: The Role of Recreational Activity Program (RAP) RAP, which included fun games and lasted 24 sessions, was applied to the students in the study group. Twenty-four sessions include games that help gain rhythm, balance, and patience. The program is planned according to the game theory model, which aims to have fun for children. The program, which aims to develop children's self-regulation skills based on the essential reflections of the model, will include fun games with simple rules. Before the program was implemented, the researchers informed the experimental group about the research and the program, and verbal consent was obtained from the participants.

Description:

The study titled "Protocol of Self-Regulation in Early Learners: The Role of Recreational Programs" focuses on the influence of structured recreational activities on the development of self-regulation skills among preschool children. Self-regulation is a crucial ability, facilitating children's academic performance, social behaviors, and emotional well-being. RAP, which included fun games and lasted 24 sessions, was applied to the students in the study group. Twenty-four sessions include games that help gain rhythm, balance, and patience. The program is planned according to the game theory model, which aims to have fun for children. The program, which aims to develop children's self-regulation skills based on the essential reflections of the model, will include fun games with simple rules. Before the program was implemented, the researchers informed the experimental group about the research and the program, and verbal consent was obtained from the participants.

Recruitment information / eligibility

• Status: Completed
• Enrollment: 38
• Est. completion date: February 1, 2024
• Est. primary completion date: May 31, 2023
• Accepts healthy volunteers: Accepts Healthy Volunteers
• Gender: All
• Age group: 5 Years to 6 Years

Eligibility

Inclusion Criteria: Attending at least 22 sessions - Exclusion Criteria: -

Related Conditions & MeSH terms

• Emotion Regulation
• Impulsive Behavior
• Self Regulation

Intervention

Behavioral:
• Recreation Activity Program
Students in the study group were subjected to a 24-session RAP, including entertaining games. This program was conducted by the first-name researcher, who had completed their undergraduate education in preschool education and was supported by the second and third-named researchers as assistant instructors. The 24-session program, which included rhythm, balance, and patience acquisition games, was planned according to a game theory model that primarily aimed to entertain children. The program, aimed at developing children's self-regulation skills based on fundamental reflections of the model, would consist of simple rule-based entertaining games. Before the program's application, researchers provided information about the research and program to the experimental group, and verbal consent was obtained.

Locations

Country	Name	City	State
Turkey	Selcuk University	Konya

Sponsors (2)

Lead Sponsor	Collaborator
Selcuk University	University of Malaga

Country where clinical trial is conducted

Turkey, 

Outcome

Type	Measure	Description	Time frame	Safety issue
Primary	Self-Regulation Assessment	Preschool Self-Regulation Assessment: The 'Preschool Self-Regulation Assessment' scale measured the self-regulation skills of the children. Developed by Smith-Donald et al. (2007), this assessment tool allows for a performance-based evaluation. The Practitioner's Assessment Form within the scale provides the evaluator with the opportunity to assess the child's emotions, attention level, and behaviors based on the interaction between the practitioner and the child. The Practitioner's Assessment Form is a rubric-type rating scale scored from 0 to 3. The Turkish adaptation of the scale was carried out by Tanribuyurdu and Yildiz in 2012. The factor analysis performed within the scope of construct validity has determined that the scale has a two-factor structure: Attention/Impulse Control and Positive Emotion. The scale consists of 16 items, and the reliability coefficient (a) of the entire scale has been determined as .83.	Pre-post test (before implemention and up to 24 weeks)