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ERIC Number: EJ1156756
Record Type: Journal
Publication Date: 2017-Nov
Pages: 10
Abstractor: As Provided
ISSN: ISSN-1082-3301
Using Least-to-Most Assistive Prompt Hierarchy to Increase Child Compliance with Teacher Directives in Preschool Classrooms
DiCarlo, Cynthia F.; Baumgartner, Jennifer I.; Caballero, Jamie O.; Powers, Courtney
Early Childhood Education Journal, v45 n6 p745-754 Nov 2017
Prompt strategies have been used to increase the compliance of preschool-aged children to teacher directives. This paper describes two experiments conducted to determine if classroom teachers could learn to use the LtM prompt hierarchy and if child compliance would increase in response to teacher behavior. This study builds on the current literature base by using prompting, specifically LtM with the additional requirement of teacher-child proximity and teacher-child eye level prior to beginning the prompt sequence, which is consistent with recommended practice in early childhood (Copple and Bredekamp, "Developmentally appropriate practice in early childhood programs" (revised edition), National Association for the Education of Young Children, Washington, DC, 2009). The participants consisted of 6 preschool teachers, with varying levels of education and experience, across 2 different early childhood classrooms. Teacher prompts and children's completion of teacher directives were measured during free choice center time. Results were consistent with previous research in that compliance to teacher directives increased in preschool children with the implementation of the LtM.
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Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A