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ERIC Number: ED444706
Record Type: RIE
Publication Date: 2000-May
Pages: 86
Abstractor: N/A
Improving Social Competencies through Cooperative Learning, Conflict Resolution and Home/School Communication.
Chiappetta, Lisa; Harris, Leslie; Moncada, Tara; White, Chris
This action research project examined the effectiveness of a program to improve kindergartners' prosocial behaviors. Students' lack of social skills was documented by means of teacher and parent surveys, teacher anecdotal records, and behavioral observation checklists. The intervention had four components. The teacher directly taught social skills beginning in the first 3 weeks of school for 10 minutes daily and periodically reviewed throughout the semester. Cooperative groups were used at least twice a week for a total of 40 minutes. Conflict resolution instruction was implemented 10 minutes daily and reviewed as needed. A weekly newsletter was sent to families, and monthly family activities and a book depicting the monthly theme were also sent home. The impact of the intervention was assessed using pre-post parent surveys regarding their child's social skills, teacher surveys, teacher anecdotal records, and the use of a student behavior checklist. Findings indicated that parents identified an improvement in prosocial behavior, with the most substantial increases in following rules, resolving conflicts, and saying please, thank you, excuse me, and I'm sorry. Most negative behaviors declined, with the exception of talking back to parents. Staff also noted a marked improvement in children's prosocial behaviors. The behavior checklist findings indicated a decline in behavior incidents. Throughout the 20-week intervention, teacher anecdotal records noted a marked decrease in the number and severity of negative behavior incidents. (Twelve appendices include data collection instruments and sample instructional materials. Contains 63 references.) (KB)
Publication Type: Dissertations/Theses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Master's Action Research Project, Saint Xavier University and Skylight Professional Development Field-Based Masters Program.