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ERIC Number: ED356855
Record Type: Non-Journal
Publication Date: 1992
Pages: 44
Abstractor: N/A
Reference Count: N/A
Developing Social Skills To Assist Developmentally Delayed Preschool Children in Overcoming Separation Anxiety in a Public School Setting.
Chambers-Murphy, Phylistine
This study examined the effectiveness of 11 strategies designed to ease separation anxiety in preschool children. Subjects were 10 preschool children enrolled in a public school early childhood classroom for their first school experience. Each child was delayed in at least two of six developmental areas (social, emotional, cognitive, psychological, speech, physical, and cultural), and all subjects displayed behaviors related to severe separation anxiety. Children's behavior was measured by the Social Skills Checklist, and an anecdotal record of each child's behavior was maintained. Techniques used to alleviate separation anxiety included: (1) displaying photographs of the child's family; (2) informing children of their parents' location; (3) playing an audio tape of each child's parent reading a familiar story or singing a song; (4) encouraging children to build houses with building blocks and to pretend to come to school; (5) helping children plan for each day's departure; (6) encouraging children to take home classroom objects, which served as transitional objects; and (7) being sensitive to separation anxiety indicators, including crying, refusing to eat, and thumb-sucking. Upon completion of the 12-week implementation period, analysis revealed that all children separated from their parents had participated in the entire early childhood classroom routine, on a daily basis, without displaying separation anxiety behaviors. (MM)
Publication Type: Dissertations/Theses - Practicum Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A