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ERIC Number: ED470900
Record Type: RIE
Publication Date: 2000-Nov
Pages: 7
Abstractor: N/A
Changes of Preschool Children's Social Strategy (Cognition) and Social Behaviors after Participating in a Cognitive-Social Learning Model of Social Skills Training.
Choi, Dong Hwa
This study explored the effects of a model of social skills training on 4- to 5-year-old children with low peer acceptance. The cognitive-social learning model aims to improve children's social behaviors through teaching effective cognitive social strategies and providing opportunities for children to practice social behaviors and monitor them within a certain social context. Using three assessment methods--peer nomination, peer rating, and teacher's observation--34 children with low peer acceptance were selected for the study. Two groups--the social skills training condition and the teacher-attention condition--were formed based on random assignment. Children in the social skills training condition participated in the intervention, and children in the teacher-attention condition were given attention but not training. After the social skills training was completed, children's cognitive social strategies were assessed by observing their responses to certain social situations. Research findings indicated that children in the social skills training condition showed a significant improvement in maintaining positive play relationships with peers. In general, a significant correlation coefficient between social cognition and social behaviors was not obtained after the training. (Contains 29 references.) (Author)
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Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: In: Issues in Early Childhood Education: Curriculum, Teacher Education, & Dissemination of Information. Proceedings of the Lilian Katz Symposium (Champaign, IL, November 5-7, 2000); see PS 030 740.