The effects of the comprehensive inductive educational approach on the social behaviour of preschool children in kindergarten.

Autor/inn/en	Kroflic, Robi; Smrtnik Vitulic, Helena
Titel	The effects of the comprehensive inductive educational approach on the social behaviour of preschool children in kindergarten. Paralleltitel: Ucinki celovitega induktivnega vzgojnega pristopa na socialno vedenje predsolskih otrok v vrtcu.
Quelle	In: CEPS journal, 5 (2015) 1, S. 53-69Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2232-2647
URN	urn:nbn:de:0111-pedocs-106354
Schlagwörter	Empirische Untersuchung; Fragebogen; Vergleich; Empathie; Frühe Kindheit; Kind; Kindergarten; Soziale Kompetenz; Soziales Verhalten; Moralische Kompetenz; Erzieher; Slowenien
Abstract	The aim of the present study was to ascertain the effects of the five-month implementation of the comprehensive inductive educational approach on the social behaviour of kindergarten children. The sample consisted of 52 children in the experimental group and 48 children in the control group, aged from 2.6 to 6.0 years. The kindergarten teachers responsible for the two groups completed the Slovenian version of the Social Competence and Behaviour Evaluation questionnaire before and after the implementation of the approach. The children in the experimental group achieved higher scores than those in the control group on five of the eight basic scales of social behaviour, and on two of the three composite scales, as well as on the general result of social adaptation. It can be concluded that the implementation of the comprehensive educational approach influenced various aspects of the children's social behaviour. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2015/3