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ERIC Number: ED300121
Record Type: RIE
Publication Date: 1988
Pages: 23
Abstractor: N/A
Reference Count: 0
Effects of Advance Organizer Instruction on Preschool Children's Prosocial Behavior.
Lawton, Joseph T.; Burk, Jill
This study investigated the effects of advanced organizer instruction on 3- to 5-year-old preschoolers' learning of general prosocial skill concepts, rules for using prosocial skills, and spontaneous prosocial behavior. The six prosocial skills considered included cooperation, sharing, taking turns, helping, demonstration of awareness of another's feelings, and verbal resolution of conflicts. Seventeen preschoolers from an Ausubelian preschool program (experimental group) and 17 preschoolers from a community day care center (control group) were selected randomly. Subjects were from middle-class families of different ethnicities. The children received six weeks of intruction in the prosocial behaviors. Instruction in the experimental group was based on Ausubel's theory of learning, and instruction in the control group was based on a traditional method. Tests were administered to assess the children's ability to resolve hypothetical social conflicts between two puppets. Children's spontaneous prosocial behavior was observed. Testing and observations occurred prior to, immediately after, and six weeks after instruction. Children in the experimental group performed significantly better than those in the control group on both tests after instruction and in observed helping behavior. The study includes a list of 41 references. (RJC)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A