ERIC Number: ED230300
Record Type: RIE
Publication Date: 1982
Reference Count: 0
Effects of High-Order Rule Instruction on the Development of Social Problem Solving Skills in Preschool Children.
Lawton, Joseph T.; Berning, Rebecca A.
The development of social problem-solving skills in preschool children (namely, cooperative play, sharing, taking turns, understanding another person's feelings, helping, and the verbal resolution of conflict) was assessed following instruction under three conditions. A total of 35 children, of whom 18 attended a formally structured preschool program (Ausubelian) and 17 attended an informal program (Piagetian), were randomly assigned to three experimental groups. The first group received advance organizer instruction in general strategies for using the six target social problem-solving skills, followed by related activity sessions. The second group received instruction in particular instances of each skill in a sequence of related activities, while members of the third group were introduced to these skills during sociodramatic play activities. Following instruction, members of the first and second treatment groups were significantly better at using these skills than were those participating in the third group; in addition, the first group was significantly better than the second group at skill use. There was strong internal consistency of performance among posttest tasks for the first group, as compared with performances on tasks by the latter two groups. (MP)
Descriptors: Advance Organizers, Comparative Analysis, Instruction, Interpersonal Competence, Preschool Children, Preschool Education, Problem Solving, Prosocial Behavior, Skill Development
Joseph T. Lawton, School of Family Resources and Consumer Sciences, Child and Family Studies Program, University of Wisconsin, Madison, Wisconsin, 53706.
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Wisconsin Univ., Madison. Graduate School.
Authoring Institution: N/A
Note: Best available copy.