Impact of the Developmental Appropriateness of Teacher Guidance Strategies on Kindergarten Children's Interpersonal Relations
social behavior in kindergarten, guidance strategies, positive social behavior
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.
BYU ScholarsArchive Citation
Schmidt, Hardee M.; Burts, Diane C.; Durham, R. Sean; Charlesworth, Rosiland; and Hart, Craig H., "Impact of the Developmental Appropriateness of Teacher Guidance Strategies on Kindergarten Children's Interpersonal Relations" (2009). Faculty Publications. 2604.
Journal of Research in Childhood Education
Family, Home, and Social Sciences