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ERIC Number: ED435433
Record Type: Non-Journal
Publication Date: 1998-Dec-17
Pages: 36
Abstractor: N/A
Reference Count: N/A
Building Relationships in a Small Group Setting.
Martin, Suzanne; Lyons, Sandy; Taylor-Sterling, Lora
Based on the view that positive peer relationships help children function successfully at school, this study examined how teachers can help rejected, aggressive, or controversial children build social skills in a small group setting. Participating were three kindergarten students at a rural Alaskan elementary school, selected because they experienced considerable social failure from the first day of kindergarten. The students participated individually in after-school playgroups where they played one-on-one with one teacher for an hour each week. After a few weeks, selected peers were brought into the groups to act as models. Each teacher maintained a journal noting incidents of social disturbances and conflicts, contacts made with parents and the school administration, and the student's use of socially appropriate interaction. Some playgroup sessions were videotaped to assist in identifying and analyzing problems and successes of students in interacting with others. A pre- and post-intervention sociogram was administered privately and individually to each student in the kindergarten classrooms to see how frequently targeted children were selected as playmates and to see where they each fit socially in the classroom. The three teachers met at least three times weekly to discuss problems and solutions. Data indicated that during the weeks that the play groups were held, the targeted children showed more successful entry into play in the classroom and greater willingness to join the group or participate in problem-solving with others. However, antisocial behavior continued to be displayed, although it was less frequent and less severe. (Sociogram information is appended. Contains 26 references.) (KB)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A