Board Games at Kindergarten (5 Years Old) to Improve Cognitive and Emotional Processes
NCT ID: NCT06304454
Last Updated: 2024-03-12
Study Results
The study team has not published outcome measurements, participant flow, or safety data for this trial yet. Check back later for updates.
Basic Information
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ACTIVE_NOT_RECRUITING
NA
26 participants
INTERVENTIONAL
2024-01-15
2024-03-15
Brief Summary
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The main aim of the present study is to test the efficacy of a cognitive and emotional training program in the classroom based on board games in kindergarten students (5 years old). For this, there will be an experimental group that will carry out the cognitive and emotional game program in the classroom implemented by the teachers of the participating centers, and a control group that will be on board games that do not directly activate cognitive and emotional processes. At the end of the interventions, the groups will be compensated by carrying out inversely both board game programs. The classes will be randomly assigned to an experimental group and a passive control group.
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Detailed Description
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Conditions
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Study Design
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RANDOMIZED
PARALLEL
PREVENTION
DOUBLE
Study Groups
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Cognitive and emotional board games
An experimental group that will carry out the cognitive and emotional game program in the classroom implemented by the teachers of the participating centers.
Board game intervention
5 weeks / 2 sessions each week / 1 hour each session
Motor/Luck board games
A control group that will be on board games that do not directly activate cognitive and emotional processes. These games are classified as motor or luck board games.
Board game intervention
5 weeks / 2 sessions each week / 1 hour each session
Interventions
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Board game intervention
5 weeks / 2 sessions each week / 1 hour each session
Eligibility Criteria
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Inclusion Criteria
* To provide informed consent from both parents and the participant's agreement to participate in the study.
Exclusion Criteria
5 Years
6 Years
ALL
Yes
Sponsors
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Brain In Game scientific-technical service
OTHER
Responsible Party
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Locations
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Faculty of Education, Psychology and Social Work; University of Lleida
Lleida, , Spain
Countries
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References
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Passolunghi MC, Costa HM. Working memory and early numeracy training in preschool children. Child Neuropsychol. 2016;22(1):81-98. doi: 10.1080/09297049.2014.971726. Epub 2014 Nov 4.
Passolunghi MC, Lanfranchi S, Altoe G, Sollazzo N. Early numerical abilities and cognitive skills in kindergarten children. J Exp Child Psychol. 2015 Jul;135:25-42. doi: 10.1016/j.jecp.2015.02.001. Epub 2015 Mar 25.
Giménez, A., López-Zamora, M., Vila, O., Sánchez, A., & Thorell, L. B. (2022). Fiabilidad y validez de la versión española del
Hollingshead, A. B. (1975). Four factor index of social status. Retrieved from: https://sociology.yale.edu/sites/default/files/files/yjs_fall_2011.pdf#page=21
Korkman, M., Kirk, U., & Kemp, S. (2007). NEPSY-II (2nd Ed.). San Antonio: Pearson PsychCorp.
Wechsler, D. (2014). WPPSI-IV, Escala de Inteligencia de Wechsler para preescolar y primaria (4th Ed.). Madrid/Barcelona: Pearson Clinical Assessment Spain.
Other Identifiers
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P5_BG
Identifier Type: -
Identifier Source: org_study_id
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