Training Early Childhood Educators to Promote Peer Interactions: Effects on Children's Aggressive and Prosocial Behaviors

Autor/inn/en	Girard, Lisa-Christine; Girolametto, Luigi; Weitzman, Elaine; Greenberg, Janice
Titel	Training Early Childhood Educators to Promote Peer Interactions: Effects on Children's Aggressive and Prosocial Behaviors
Quelle	In: Early Education and Development, 22 (2011) 2, S.305-323 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
Schlagwörter	Play; Preschool Children; Interaction; Preschool Teachers; Peer Relationship; Aggression; Student Behavior; Prosocial Behavior; Inservice Teacher Education; Behavior Modification; Program Effectiveness; Comparative Analysis; Video Technology; Gender Differences; Foreign Countries; Pretests Posttests; Canada + Suchen Sie Ihr Suchwort? Spiel; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Interaktion; Erzieher; Erzieherin; Kindergärtnerin; Peer-Beziehungen; Student behaviour; Schülerverhalten; Lehrerfortbildung; Behaviour modification; Verhaltensänderung; Geschlechterkonflikt; Ausland; Kanada
Abstract	Research Findings: This study examined the effects of educators' participation in an in-service training program on the aggressive and prosocial behaviors of preschool-age children. Seventeen early childhood educators were randomly assigned to experimental and control groups. A total of 68 preschool children, 4 from each educator's classroom, also participated. The educator-child play groups included boys and girls. Educators in the experimental group received in-service training on how to facilitate peer interaction; educators in the control group received training on adult-child dyadic interaction strategies. Videotaped interactions of small-group play were coded to capture the frequency of children's use of aggressive and prosocial behaviors. Decreases in aggressive behaviors were found for boys but not for girls. Compared to the control group, the children in the experimental group used significantly more prosocial behaviors following the in-service training. Follow-up studies measuring the stability of decreases in aggression for boys and increased prosocial behaviors have yet to be conducted. Practice or Policy: In-service training for educators that focuses on promoting peer interactions improves children's use of prosocial behaviors during dramatic play in small-group interactions. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10