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ERIC Number: ED042498
Record Type: Non-Journal
Publication Date: 1969-Aug
Pages: 13
Abstractor: N/A
Reference Count: N/A
Experimental Analysis of Effects of Teacher Attention of Preschool Children's Block Building Behavior. Progress Report.
Cooper, Margaret L.
This study was designed to demonstrate the effects of teacher attention given for specific responses children show when using building blocks. These included the responses of combining triangles to make rectangles, stacking diverse pieces to make a tower, making stairs, making a variation on a model, and making a house-like, enclosed, roofed structure. Social reinforcement involved the teacher's approving attention, occasionally supplemented by a Polaroid snapshot of a successful or near-successful construction. Experimentally-produced changes in these behaviors during test sessions were displayed for three preschool children. For two children, training (prompting and reinforcing during block play) produced the desired behavior on the trained tasks, but no development was observed on untrained tasks. For the third child, the desired behaviors followed training on three of four trained tasks; but there was no change in response on the fourth task (after four days of training). A fifth task was not trained; nevertheless, appropriate behavior occurred during the last two days of the study. (MH)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Office of Economic Opportunity, Washington, DC.
Authoring Institution: Kansas Univ., Lawrence. Head Start Evaluation and Research Center.