|
References |
Objectives |
Target audience |
Operationalization |
Executive functions and school readiness intervention: impact, moderation, and mediation in the Head Start REDI program Bierman, Nix, Greenberg, Blair & Domitrovich, 2008 (USA) |
• To stimulate the development of social and emotional skills in young children. |
• Preschool children • Teachers |
• Program developed as curriculum to be implemented in the classroom. • Mediated by teachers. • Teachers were monitored and received training during the implementation of the program. |
CSRP's Impact on Low-Income Preschoolers' Preacademic Skills: Self-Regulation as a Mediating Mechanism Raver, Jones, Li-Grining, Zhai, Bub & Pressler, 2011 (USA) |
• To stimulate school readiness and executive, emotional and behavioral skills in low-income children. |
• Preschool children • Teachers |
• Program developed as curriculum to be implemented in the classroom. • Mediated by teachers. • Teachers were monitored and received training during the implementation of the program. |
Promoting Alternative Thinking Strategies Program - PATHS Greenberg et. al., 1995; Riggs et. al., 2006 (USA) |
• To stimulate school readiness and executive, emotional and behavioral skills in low-income children. |
• Preschool children • Teachers |
• Program developed as curriculum to be implemented in the classroom. • Mediated by teachers. • Teachers were monitored and received training during the implementation of the program. |
Sarilhos do Amarelo Rosário, Nuñes & Gonzales-Pienda, 2007 (Portugal) |
• To stimulate self-regulation skills and create opportunities and strategies to increase learning. |
• Children aged 5 to 10 years • Teachers |
• Program developed as curriculum to be implemented in the classroom. • Mediated by teachers. |
Tools of Mind Bodrova & Leong, 2001 (USA) |
• To stimulate the growth of basic cognitive skills for literacy. |
• Preschool children • Teachers |
• Program developed as curriculum to be implemented in the classroom. • Mediated by teachers. |
Programa de Intervenção em Autorregulação e Funções Executivas - PIAFEX Dias & Seabra, 2013 (Brazil) |
• To increase self-regulation and executive functions in the school setting. • To guide education professionals about EF, emotional regulation and metacognition. |
• Children aged 5 to 6 years • Teachers |
• Program developed as curriculum to be implemented in the classroom. • Mediated by teachers. |
Estimulando funções executivas em sala de aula: o Programa Heróis da Mente (no prelo) Carvalho & Abreu, 2014 (Brazil) |
• To stimulate cognitive domains such as attention, memory, self-regulation and planning. |
• Preschool children • Teachers |
• Program developed as curriculum to be implemented in the classroom. • Mediated by teachers. |
Neuroeduca - Inserção da neurobiologia na educação Guerra, Pereira, & Lopes, 2004 (Brazil) |
• To guide education professionals to use the knowledge of neuroscience in education and the approach to learning problems. |
• Early Childhood Education Teachers • Caregivers of educational centers. • Elementary School Teachers (1st to 8th grade). |
• - Teachers are the target of the intervention. Steps: • Identification of demand of the teachers. • Discussion about neurobiological foundations of learning process. • Interventions to improve the learning process. |
Desenvolvimento de habilidades metacognitivas: capacitação de professores do Ensino Fundamental Busnello, Jou & Sperb, 2012 (Brazil) |
• To promote the training of teachers for the development of cognitive, metacognitive and motivational learning in elementary school students. |
• Students and teachers of the 5th grade of elementary school. |
• Teachers are the target of the intervention. Steps: • Theoretical foundations: metacognition, intelligence, selective attention, reading comprehension, emotion and motivation. • Neuropsychology of the learning process. • Learning difficulties. • Planning activities to develop cognitive and metacognitive strategies with students. |