Improving Social Understanding of Preschool Children: Evaluation of a Training Program

Autor/inn/en	Esteban, Moises; Sidera, Francesc; Serrano, Jessica; Amado, Anna; Rostan, Carles
Titel	Improving Social Understanding of Preschool Children: Evaluation of a Training Program
Quelle	In: Electronic Journal of Research in Educational Psychology, 8 (2010) 2, S.841-860 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1696-2095
Schlagwörter	Control Groups; Intervention; Preschool Children; Social Cognition; Kindergarten; Social Development; Program Effectiveness; Intention; Beliefs; Emotional Development; Skill Development; Picture Books; Foreign Countries; Spain + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Soziale Kognition; Soziale Entwicklung; Belief; Glaube; Gefühlsbildung; Kompetenzentwicklung; Qualifikationsentwicklung; Picture book; Bilderbuch; Ausland; Spanien
Abstract	Introduction: This study tested the effects of a training program intending to foster social understanding or the capacity which enables them to understand themselves and others in terms of intentions, beliefs, desires, and emotions in children at preschool age. A number of studies have shown that in the context of shared narratives, children are particularly likely to engage in talk about inner states. Method: Participants were 96 Spanish children aged between 39 and 52 months (M = 45.63; SD = 3.79) from two schools. Two classes formed the intervention group, who listened to the story, and the other two formed the control group, where no intervention was made. In both cases, three social understanding tests were administered before and after the training by their kindergarten teachers. Results: The results obtained by the Mann-Whitney "U" non-parametric test show that only the children from the intervention group improved significantly their social understanding. Discussion and Conclusion: This study indicates that it is possible to improve social understanding skills of preschool children by a picture-book reading training program. That is, a special way to explain stories could foster socio-emotional outcomes. (Contains 3 tables.) (As Provided).
Anmerkungen	University of Almeria, Education & Psychology I+D+i. Faculty of Psychology Department of Educational and Developmental Psychology, Carretera de Sacramento s/n, 04120 LaCanada de San Urbano, Almeria, Spain. Tel: +34-950-015354; Fax: +34-950-015083; Web site: http://www.investigacion-psicopedagogica.org/revista/new/english/index.php
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10