Resumo

LEON, Camila Barbosa Riccardi et al. Development of the Intervention Program to Promote Child Self-Regulation. Rev. psicopedag. [online]. 2023, vol.40, n.122, pp.204-219.  Epub 24-Jun-2024. ISSN 0103-8486.  https://doi.org/10.51207/2179-4057.20230018.

Self-regulation (SR) is necessary for learning, bringing short and long-term benefits in the school, family, and social contexts. This study describes the stages of elaboration of the Intervention Program for the Promotion of SR (PIPA), aimed at preschool children. PIPA was developed in four stages: 1. Survey of the literature, elaboration, selection, and adaptation of activities; 2. Creation of new activities, systematic description, and allocation of activities in modules; 3. Content analysis by experts; and 4. Reformulation and elaboration of the final version. Performed in a systematic way, the steps provided evidence of the program’s content validity, as a careful construction was carried out based on a theoretical model, on evidence-based practice and on the analysis of expert judges. The final version consists of 33 activities divided into 4 modules: emotion recognition; understanding of emotions in different contexts; learn by playing; and consequences/control of behavior. It is a complementary curriculum intervention program to promote SR to be applied by early childhood education teachers. PIPA brings together in a single procedure the promotion of executive functions and emotional regulation. The procedure used in the elaboration of PIPA can support the development of new programs in the (Neuro)psychology-Education interface.

Palavras-chave : Self-Control; Primary Prevention; Emotion Regulation; Education; Child Development; Executive Functions.

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