Impact of the Developmental Appropriateness of Teacher Guidance Strategies on Kindergarten Children's Interpersonal Relations

Keywords

social behavior in kindergarten, guidance strategies, positive social behavior

Abstract

This initial study explored the social behaviors of kindergarten children in two classrooms (one developmentally appropriate, one developmentally inappropriate) where the teacher used either positive or negative guidance strategies. Six pairs of kindergartners–three dyads (boy-boy, girl-girl, boy-girl) from a classroom in which the teacher used positive guidance strategies and three from a classroom where the teacher used negative guidance strategies–were observed while playing in a researcher-designed play center. Observations over a three-month period revealed an increase in positive social behaviors among children from the positive guidance classroom and a decrease in positive social behaviors among children from the negative guidance classroom. Implications are discussed.

Original Publication Citation

Hart, C.H. Burts, D., *Durham, R. S., & Charlesworth, R. (2007). Impact of developmental appropriateness of teacher guidance strategies on kindergarten children’s interpersonal relations. Journal of Research in Childhood Education, 22, 25-37.

Document Type

Peer-Reviewed Article

Publication Date

2009-11-03

Permanent URL

http://hdl.lib.byu.edu/1877/5436

Publisher

Journal of Research in Childhood Education

Language

English

College

Family, Home, and Social Sciences

Department

Sociology

University Standing at Time of Publication

Full Professor

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