The Effects of the Comprehensive Inductive Educational Approach on the Social Behaviour of Preschool Children in Kindergarten
Keywords:
inductive educational approach, early childhood, kindergarten, social behaviour
Abstract
The aim of the present study was to ascertain the effects of the five-month implementation of the comprehensive inductive educational approach on the social behaviour of kindergarten children. The sample consisted of 52 children in the experimental group and 48 children in the control group, aged from 2.6 to 6.0 years. The kindergarten teachers responsible for the two groups completed the Slovenian version of the Social Competence and Behaviour Evaluation questionnaire before and after the implementation of the approach. The children in the experimental group achieved higher scores than those in the control group on five of the eight basic scales of social behaviour, and on two of the three composite scales, as well as on the general result of social adaptation. It can be concluded that the implementation of the comprehensive educational approach influenced various aspects of the children's social behaviour.
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References
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Dahlberg, G., & Moss, P. (2005). Ethics and Politics in Early Childhood Education. London: Routledge.
Diamond, L. M., & Aspinwall, L. G. (2003). Emotion regulation across the life span: An integrative perspective emphasizing self-regulation, positive affect, and dyadic process. Motivation and Emotion, 27(2), 125–156.
Durkin, K. (1995). Development social psychology from infancy to old age. Cambridge, Massachusetts, Oxford: Blackwell Publishers Inc.
Eisenberg, N., & Mussen, P. H. (1997). The roots of prosocial behaviour in children. United Kingdom: Cambridge University Press.
Eisenberg, N., Cumberland, A., Guthrie, I. K., Murphy, B. C., & Shepard, S. A. (2005). Age changes in prosocial responding and moral reasoning in adolescence and early adulthood. Journal of Research on Adolescence, 15(3), 235–260.
Eisenberg, N., Cumberland, A., Spinrad, T. L., Fabes, R. A., Shepard, S. A., Reiser, M., et al. (2001). The relations of regulation and emotionality to children’s externalizing and internalizing problem behavior. Child Development, 72(4), 1112–1134.
Eisenberg, N., Losoja, S., & Guthrie, I. K. (1997) Social cognition and prosocial development. In S. Hala (Ed.), The development of social cognition (pp. 329–354). United Kingdom: Psychology Press.
Hoffman, M. L. (2000). Empathy and moral development: implications for caring and justice. Cambridge: Cambridge University Press.
Horvat, M., & ZupanÄiÄ, M. (2010). Osebnostne poteze kot napovedniki socialnega vedenja pri prvoÅ¡olcih [Personality traits as predictors of children’s social adjustment to school entry]. PsiholoÅ¡ka obzorja [Horizons of Psychology], 19(4), 111–132.
Hossain, A., Tarmizi, R. A., Aziz, Z., & Nordin, N. (2013). Group learning effect and gender differences in mathematical performance. Croatian Journal of Education, 15(2), 41–67.
Krevans, J., & Gibbs, J. C. (1996). Parents’ use of inductive discipline: Relation to children’s empathy and prosocial behavior. Child Development, 67(6), 3263–3277.
Kristjà nsson, K. (2004). Empathy, sympathy, justice and the child. Journal of Moral Education, 33(3), 291–305.
KrofliÄ, R. (Ed.) (2010). Kulturno žlahtenje najmlajÅ¡ih: razvoj identitete otrok v prostoru in Äasu preko raznovrstnih umetniÅ¡kih dejavnosti [Cultural enrichment of the youngest children]. Ljubljana: Vrtec Vodmat.
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KrofliÄ, R. (2010). EtiÄna in politiÄna dimenzija projekta Reggio Emilia [The ethical and political dimension of the Reggio Emilia project]. In T. Devjak, M. BatistiÄ-Zorec, J. Vogrinc, D. Skubic, & S. BerÄnik (Eds.), PedagoÅ¡ki koncept Reggio Emilia in kurikulum za vrtce: podobnosti v razliÄnosti [The educational concept of Reggio Emilia and the kindergarten curriculum: Similarity in diversity] (pp. 11–66). Ljubljana: Faculty of Education.
KrofliÄ, R. (2011). The role of artistic experiences in the comprehensive inductive educational approach. Pastoral Care in Education: An International Journal of Personal, Social and Emotional
Development, 30(3), 263–280.
LaFreniere, P. J., Dumas, J. E., ZupanÄiÄ, M., Gril, A., & KavÄiÄ, T. (2001). VpraÅ¡alnik o socialnem vedenju otrok, SV-O priroÄnik [A questionnaire about children’s social behaviour, SV-O manual].
Ljubljana: Center za psihodiagnostiÄna sredstva.
Levinas, E. (2006). Entre nous. London, New York: Continuum.
MarjanoviÄ Umek, L., & Fekonja Peklaj, U. (2008). Sodoben vrtec: možnosti za otrokov razvoj in zgodnje uÄenje [The modern kindergarten: Opportunities for child development and early learning]. Ljubljana: ZIFF.
Moss, P. (2008). Toward a new public education: Making globalization work for us all. Child development perspectives, 2(2), 114–119.
Moss, P., Dillon, J., & Statham, J. (2010). ‘The child in need’ and ‘the rich child’: discourses, constructions and practice. Critical Social Policy, 20(2), 233–254.
Rinaldi, C. (2006). In dialogue with Reggio Emilia: Listening, researching and learning. London & New York: Routledge.
Smrtnik Vitulić, H., & ZupanÄiÄ, M. (2009). Ujemanje med razliÄnimi skupinami ocenjevalcev mladostnikove osebnosti [Agreement between different groups of informants reporting on
adolescents’ personality]. Didactica Slovenica, 24(3-4), 87–103.
ZupanÄiÄ, M., & KavÄiÄ, T. (2007). Otroci od vrtca do Å¡ole: razvoj osebnosti in socialnega vedenja ter uÄna uspeÅ¡nost prvoÅ¡olcev [Children from kindergarten to school: The development of personality and social behaviour and the academic achievement of first-graders]. Ljubljana: ZIFF.
Published
2015-03-31
How to Cite
Kroflič, R., & Smrtnik Vitulić, H. (2015). The Effects of the Comprehensive Inductive Educational Approach on the Social Behaviour of Preschool Children in Kindergarten. Center for Educational Policy Studies Journal, 5(1), 53–69. https://doi.org/10.26529/cepsj.154
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