Effects of Advance Organizer Instruction on Preschool Children's Prosocial Behavior.

Autor/inn/en	Lawton, Joseph T.; Burk, Jill
Titel	Effects of Advance Organizer Instruction on Preschool Children's Prosocial Behavior.
Quelle	(1988), (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Advance Organizers; Concept Teaching; Conflict Resolution; Ethical Instruction; Instructional Effectiveness; Interpersonal Communication; Learning Activities; Peer Relationship; Preschool Children; Preschool Education; Prosocial Behavior; Socialization + Suchen Sie Ihr Suchwort? Lernmaterial; Conflict solving; Konfliktlösung; Konfliktregelung; Ethics instruction; Teaching of ethics; Ethikunterricht; Unterrichtserfolg; Interpersonale Kommunikation; Lernaktivität; Peer-Beziehungen; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Socialisation; Sozialisation
Abstract	This study investigated the effects of advanced organizer instruction on 3- to 5-year-old preschoolers' learning of general prosocial skill concepts, rules for using prosocial skills, and spontaneous prosocial behavior. The six prosocial skills considered included cooperation, sharing, taking turns, helping, demonstration of awareness of another's feelings, and verbal resolution of conflicts. Seventeen preschoolers from an Ausubelian preschool program (experimental group) and 17 preschoolers from a community day care center (control group) were selected randomly. Subjects were from middle-class families of different ethnicities. The children received six weeks of intruction in the prosocial behaviors. Instruction in the experimental group was based on Ausubel's theory of learning, and instruction in the control group was based on a traditional method. Tests were administered to assess the children's ability to resolve hypothetical social conflicts between two puppets. Children's spontaneous prosocial behavior was observed. Testing and observations occurred prior to, immediately after, and six weeks after instruction. Children in the experimental group performed significantly better than those in the control group on both tests after instruction and in observed helping behavior. The study includes a list of 41 references. (RJC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01