Efficacy of Tools of the Mind for Enhancing Self-Control in Preschoolers

NCT02462733 | Completed

• 1 other identifier: 1000029127
• Study Type: interventional
• Target: 280
• Locations: 1 country
• Sites: 1

Brief Summary

Self-control has become a strong predictor of academic success and life outcomes. Early childhood development research indicates that greater self-control can lead to better health, greater wealth, and less propensity to engage in criminal activity. This study seeks to assess the strength of the play-based "Tools of the Mind" (TOM) program in improving preschoolers self-control. It will compare TOM to an alternative play-based program, called "Playing to Learn" (PTL), implemented in most YMCA Canada childcare settings across the country. This study hypothesizes that measures of self-control and other measures of social behavior and academic success in preschoolers after two years in the TOM program will be greater than measures of self-control and other measures of social behavior and academic success in preschoolers in the PTL program after two-years.

Conditions

Self Control; Early Childhood Development

Keywords

Self-control; Preschoolers; Tools of the Mind; Playing to Learn

Outcome Measures

Primary Outcomes (1)

• Inhibitory Control

  Inhibitory Control will be measured through the Day/Night task (Gerstadt et al., 1994). Children are presented with a white card depicting a yellow sun and a black card depicting a white moon and stars. They are then instructed to play a "silly" game in which they must say "day" when they see the night card and "night" when they see the day card. Hence, they must inhibit the pre potent response to say the word that is associated with the picture, and say the opposite word. Children receive 16 test trials in which the cards are presented in a fixed pseudorandom order. There are no breaks or rule reminders. Day/Night is a well-established and widely used task, ubiquitous in the developmental and developmental neuroscience literature. The task takes less than 5 minutes to complete.task.

  Change from baseline to 18 months

Secondary Outcomes (4)

• Early Childhood Development - Theory of Mind

  Change from baseline to 18 months

• Early Childhood Development - Language

  Change from baseline to 18 months

• Early Childhood Development - Reading

  Change from baseline to 18 months

• Early Childhood Development - Mathematics

  Change from baseline to 18 months

Study Arms (2)

Tools of the Mind (TOM)

ACTIVE COMPARATOR

These 10 classrooms will be exposed to the TOM program.

Behavioral: Tools of the Mind (TOM)

Playing to Learn (PTL)

ACTIVE COMPARATOR

These 10 classrooms will be exposed to the PTL program.

Behavioral: Playing to Learn (PTL)

Interventions

Tools of the Mind (TOM) BEHAVIORAL

TOM is play-based but features explicit, scripted, teacher-directed activities aimed specifically at helping to improve children's self-control skills. Early evidence supports the program efficacy and suggests benefits for children's development more generally (including language, reading and mathematics).

Tools of the Mind (TOM)

Playing to Learn (PTL) BEHAVIORAL

PTl is a play based preschool program now in wide use in YMCA childcare settings across Canada (and some in the United States). The activities in PTL are child initiated and are not prescribed. Teachers are trained to observe children at play and to capitalize on learning opportunities as they arise.

Playing to Learn (PTL)

Eligibility Criteria

• Age: 4 Years - 6 Years
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17)

You may qualify if:

• Born between July 2007 and December 2008, inclusive (3 to 4 years of age in 2011)
• Sufficient command of English to understand the teacher's instructions (as judged by their teacher, English as a Second Language - ELL - students will be included provided they meet this criterion)
• Signed parental consent form

You may not qualify if:

• Known uncorrected sensory, neurological, or physical impairments that might prevent full participation in the activities outlined by either program (again, as judged by the teacher)
• Insufficient command of English
• No parental consent given

Sponsors & Collaborators

• The Hospital for Sick Children: lead

Study Sites (1)

The Hospital for Sick Children

Toronto, Ontario, M5G 1X8, Canada

Location

MeSH Terms

Conditions

Self-Control

Condition Hierarchy (Ancestors)

Social Behavior; Behavior

Study Officials

• Bruce Ferguson, MD

  The Hospital for Sick Children

  PRINCIPAL INVESTIGATOR

• Tracy Solomon, MD

  The Hospital for Sick Children

  PRINCIPAL INVESTIGATOR

• Rosemary Tannock, MD

  OISE, University of Toronto

  PRINCIPAL INVESTIGATOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: NONE
• Purpose: TREATMENT
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Senior Scientist

Study Record Dates

• First Submitted: May 25, 2015
• First Posted: June 4, 2015
• Study Start: April 1, 2012
• Primary Completion: July 1, 2013
• Study Completion: July 1, 2013
• Last Updated: October 25, 2016

Record last verified: 2016-10

Data Sharing

• IPD Sharing: Will not share

Locations

CA (1)