Developing Preschoolers' Social Skills: The Effectiveness of Two Educational Methods

Autor/inn/en	Smogorzewska, Joanna; Szumski, Grzegorz
Titel	Developing Preschoolers' Social Skills: The Effectiveness of Two Educational Methods
Quelle	In: International Journal of Disability, Development and Education, 65 (2018) 3, S.318-340 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1034-912X
DOI	10.1080/1034912X.2017.1368461
Schlagwörter	Interpersonal Competence; Educational Methods; Preschool Children; Preschool Evaluation; Skill Development; Theory of Mind; Control Groups; Experimental Groups; Play; Problem Solving; Statistical Analysis; Sociometric Techniques; Program Effectiveness; Program Evaluation; Foreign Countries; Factor Analysis; Peer Acceptance; Poland + Suchen Sie Ihr Suchwort? Interpersonale Kompetenz; Educational method; Erziehungsmethode; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Kompetenzentwicklung; Qualifikationsentwicklung; Spiel; Problemlösen; Statistische Analyse; Soziometrie; Programme evaluation; Programmevaluation; Ausland; Faktorenanalyse; Polen
Abstract	This study tested whether and how methods called 'Play Time/Social Time' and 'I Can Problem Solve' contribute to the improvement of social skills and the development of theory of mind (ToM) in children. The participants in the experiment were nearly 200 (N = 196) preschool children with low social functioning, with and without disabilities. The study showed that social skills and the level of ToM in children attending the lessons improved more than those of children from the control group. Both methods turned out to be effective in the case of social skills and ToM development among children with and without disabilities. It is worthwhile to popularise these methods among preschool teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01