The Tools of the Mind curriculum for improving self-regulation in early childhood: a sytematic review
Baron A, Evangelou M, Malmberg LE, Melendez-Torres GJ · 2017
grade Cmeta-analysisindependentnot-applicable
Sample
14 records across 6 studies, all from the United States
Population
Early childhood, United States.
Design
Campbell systematic review of Tools of the Mind. Note that the registered title contains the typo 'sytematic' and is reproduced verbatim here as the archive requires. Note also that the plain-language summary of this review is more upbeat than its own technical abstract, a known inconsistency in the record.
Key findings
The Tools curriculum significantly improved children's mathematics skills relative to comparison curricula but the effect size was small. Although the average effect sizes for self-regulation and literacy favoured Tools over other approaches, the effect was NOT statistically significant. The authors describe the evidence as weak.
Genetic confound
Low - randomised and controlled designs.
Replication notes
Superseded in practice by the large independent trials that followed, which found nulls on self-regulation and effects favouring control on achievement.
DOI / URL
10.4073/csr.2017.10
Effects
| Outcome | Metric | Value | Measure | Timing | Vs | Horizon | Class |
|---|---|---|---|---|---|---|---|
| Mathematics skills | pooled effect | significantly improved but small | standardized | end of programme | active-alternative | end-of-treatment | domain-skill |
| Self-regulation and literacy | pooled effect | favoured Tools but not statistically significant | standardized | end of programme | active-alternative | end-of-treatment | near-transfer |
Cited by
- Can executive function be trained, and does it transfer to learning?no effectconf: highgc: low