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

Selcuk University

Status: Completed

Conditions: Self Regulation; Attention Difficulties; Emotion Regulation; Impulsive

Treatments: Behavioral: Recreation Activity Program

Study type: Interventional

Funder types: Other

Identifiers

NCT06360016

Protocol-RAP

Details and patient eligibility

About

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.

Full 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.

Enrollment: 38 patients

Sex: All

Ages: 5 to 6 years old

Volunteers: Accepts Healthy Volunteers

Inclusion and exclusion criteria

Inclusion Criteria: Attending at least 22 sessions -

Exclusion Criteria:

Trial design

Primary purpose: Supportive Care

Allocation: Randomized

Interventional model: Parallel Assignment

Masking: Double Blind

---

38 participants in 2 patient groups

Protocol-RP

Experimental group

Description:

The sample size was determined using the G-Power 3.01 program (G\*Power 3.1 Manual, 2017), based on a Type I error of 0.05, a power of 0.95, and an effect size of f=0.55. According to these calculations, the sample size was set to a minimum of 10 individuals. Since the study was a pre-test post-test control group design and to prevent the reduction of internal validity due to any data loss, it was decided that each group (experimental and control) should have 20 participants. The school that formed the experimental group had only one preschool class, comprising 21 students.

Treatment:

Behavioral: Recreation Activity Program

Control

No Intervention group

Description:

The control group's school also had one preschool class, with 19 students making up the control group.