ERIC Number: ED364361
Record Type: RIE
Publication Date: 1993-Mar
Reference Count: N/A
The Kindergarten Intervention Project: Facilitating the Development of Children's Prosocial Behaviours.
Gotlieb, Howell; And Others
This study investigated the effectiveness of a preventive multimodal school-based program designed for the development of prosocial behavior in kindergarten children. Because the theoretical orientation was preventative and ecologically based, the Kindergarten Intervention Project (KIP) involved components for teacher support, parent involvement, and direct services to children. Overall goals of the project were to provide a coordinated effort to help with the children's social adaptation to the classroom and reduce the severity and incidence of behavior difficulties in the target population. Specific goals were articulated for teachers, parents, and students. The 431 children participating in the program were compared to a matched control group of 347 students in regular kindergarten classes. Pre- and post-intervention data were collected, including teacher ratings and direct observation of children during free play situations. Results showed that participation in KIP had a positive effect on parents, teachers, and children. Significant increases in children's socially appropriate behaviors and decreases in nonsocial behaviors were observed. Of particular note were significant improvement in teacher ratings of students whose pretest scores indicated poor social skills and high internalizing behaviors. (Author/BB)
Descriptors: Behavior Change, Change Strategies, Comparative Analysis, High Risk Students, Interpersonal Competence, Intervention, Kindergarten, Kindergarten Children, Parent Participation, Parent School Relationship, Partnerships in Education, Primary Education, Program Descriptions, Program Effectiveness, Program Evaluation, Prosocial Behavior, Teacher Participation
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Teachers Knowledge
Note: Paper presented at the Biennial Meeting of the Society for Research in Child Development (70th, New Orleans, LA, March 25-28, 1993).