scholarly journals The Effects of the Comprehensive Inductive Educational Approach on the Social Behaviour of Preschool Children in Kindergarten

2015 ◽  
Vol 5 (1) ◽  
pp. 53-69
Author(s):  
Robi Kroflič ◽  
Helena Smrtnik Vitulič
Keyword(s):  
Preschool Children ◽  
General Result ◽  
Social Behaviour ◽  
Social Adaptation ◽  
Kindergarten Children ◽  
Control Group ◽  
Educational Approach ◽  
The Social ◽  
Before And After ◽  
Experimental Group

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 thetwo 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 onthe 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.

scholarly journals The Effectiveness of a Program Based on the Strategy of Positive Education in the Development of Self-Esteem of Kindergarten Children with Learning Difficulties

2014 ◽  
Vol 8 (1) ◽  
pp. 214
Author(s):  
Khadega M. Badraldien
Keyword(s):  
Education Program ◽  
Learning Difficulties ◽  
Self Esteem ◽  
Social Adaptation ◽  
Kindergarten Children ◽  
Control Group ◽  
Positive Education ◽  
Normal Children ◽  
Before And After ◽  
Experimental Group

The results of several studies have shown that children with learning difficulties suffer from low selfesteem compared to normal children, which may affect their integration with their normal peers, social adaptation, and their academic superiority in subsequent years. Positive education is one of the modern strategies in education which is intended to focus on the positive and desirable behavior of the child rather than focusing on the negative or bad behavior. The present study aimed to find out the effectiveness of a program based on the strategy of positive educationin the development of self-esteem for children who suffer from learning difficulties. The study used the pre-academic skills scale to diagnose and sort children with learning difficulties and the self-esteem scale to determine the level of appreciation for children with learning difficulties for themselves before and after the implementation of the program. Overall, the results of the study indicated that the positive education program helped in developing children’s self-esteem and appreciation for themselves. The results showed that children of the experimental group had better selfesteem than the control group, and the positive education program had a significant impact on the development of self-confidence and self image. The results also indicated that the experimental group was better in integration and social interaction than the control group. The study recommended using the strategy of positive education not only with normal children but also with those with learning difficulties. The study also recommended that parents' and teachers' awareness of the importance of positive education and its impact on the growth of the child's personality and abilities should be enhanced. 

scholarly journals Mind Maps to Modify Lack of Attention among Saudi Kindergarten Children

2016 ◽  
Vol 9 (4) ◽  
pp. 245 ◽  
Author(s):  
Bulquees Ismail Abdul Majid Daghistan
Keyword(s):  
Research Study ◽  
Arabic Language ◽  
Kindergarten Children ◽  
Control Group ◽  
Language Class ◽  
Before And After ◽  
Mind Maps ◽  
The Impact ◽  
Academic Year ◽  
Experimental Group

<p class="apa">This research study aims at investigating the impact of Mind Maps on modifying the lack of attention in Arabic language class among Saudi Kindergarten children. To achieve the goals of this study the researcher used an experimental design with a random sample from AlRae’d Kindergarten’s children in Riyadh -Saudi Arabia for the academic year (2014-2015). The study sample consisted of (40) children divided into two groups: (23) in the experimental and (17) in the control group. The researcher used Al-Obeidi’s (1999) Lack of Attention Scale LAS. Validity of the tool was approved through a half division to measure lack of attention (0.93) which is considered good. The scale was used before and after the implementation of the experiment on both groups. Results showed a positive change in attention concentration in favor of the experimental group. Thus, the researcher recommended the use of Mind Maps in teaching kindergarten children to avoid attention deficiency.</p>

scholarly journals STORYTELLING USING WAYANG KANCIL TO ENHANCE THE UNDERSTANDING OF PROSOCIAL BEHAVIOR FOR PRESCHOOL CHILDREN

2018 ◽  
Vol 4 (1) ◽  
Author(s):  
Tri Winarsih ◽  
Wisjnu Martani
Keyword(s):  
Preschool Children ◽  
Prosocial Behavior ◽  
Analysis Data ◽  
Control Group ◽  
Knowledge Measurement ◽  
Significant Difference ◽  
Before And After ◽  
Quasi Experimental ◽  
And Control ◽  
Experimental Group

The prosocial behavior of preschool children hasn’t developed, so it is much needed to conduct some ways to develop the prosocial behavior. Storytelling using Wayang Kancil is one of the wealth of Indonesia Nation. It is expected to be an interesting media that can stimulate prosocial behavior of preschool children. The purpose of this study is to find whether story telling using Wayang Kancil can enhance the understanding of prosocial behavior for preschool children. This study uses quasi-experimental method, which involves two subject groups from two Kindergartens as experimental and control group. The implementation of storytelling using Wayang Kancil is delivered by storyteller. The knowledge measurement of prosocial behavior for subject is well conducted before and after the treatment. The measurement is conducted by giving stimulus like pictorial story to the subjects. After that, the subject’s answer is given score depends on scoring criteria. The analysis data uses Mann-Whitney U Test that shows the significant difference in understanding prosocialattitude between experimental and control groups (Z=-3,137; p=0,002 (p<0,01)). The understanding of prosocial behavior in experimental group is higher than the control group.     

The Effectiveness of Peace Education Program on the Preschoolers’ Social Behaviour in the Sultanate of Oman

2021 ◽  
Vol 7 (1) ◽  
pp. 73-86
Author(s):  
Mahfouda Rashid Al Mushaqiri ◽  
Zahari Bin Ishak ◽  
Wail Muin Ismail
Keyword(s):  
Education Program ◽  
Social Behaviour ◽  
Peace Education ◽  
Control Group ◽  
Sultanate Of Oman ◽  
Study Results ◽  
Before And After ◽  
Quasi Experimental ◽  
Children’S Behaviour ◽  
Experimental Group

Purpose – This research aims to measure the effects of the peace education program on the social and emotional behaviours of preschool children in the Sultanate of Oman. Children should be equipped with basic values, such as respecting the efforts and ideas of others, forming a comprehensive and positive relationship with people, possessing the skills of empathy, and resolving conflicts in peaceful ways.Design/methods/approach – The researcher adopted the quasi-experimental approach, and the current study presented the Peace Education Program (PEP) for children aged 4–6 years in the Sultanate of Oman. The participants consisted of 40 children in the experimental group and 40 children in the control group. The researcher used a scale with picture choice questions containing two pictures per question to measure the behaviours of children before and after the treatments. The peace education program for the study also included 28 training sessions that were presented for 15 weeks at a duration of one hour per session.Findings – The current study results also favoured the experimental group, as an improvement in their social behaviour was observed after joining the program.Research implications/limitations – The research demonstrates that peace is a key prerequisite for developing a balanced life, especially in childhood.  The results may be of great significance in measuring and improving children's behaviour through (PEP).Practical implications – The study findings may likely be fruitful to Oman's pupils, educators, curriculum designers, and educational policy-makers.Originality/value – This study has been successful in focusing on some aspects of growth and behaviour enhancement in children. Paper type Research paper

scholarly journals The effect of music education on the social values of preschool children

2020 ◽  
Vol 15 (5) ◽  
pp. 1053-1064
Author(s):  
Erhan Öztürk ◽  
Ajda Aylin Can
Keyword(s):  
Preschool Children ◽  
Music Education ◽  
Social Values ◽  
Preschool Education ◽  
Control Group ◽  
The Social ◽  
Quasi Experimental ◽  
And Control ◽  
Experimental Group

This study aims to explore the effect of music education on the acquisition of social values by preschool children. In this study, a quasi-experimental pattern model with the pretest–posttest control group is employed. The Preschool Social Values Scale is used for collecting the data. The participants of this study are 26 preschool children (the experimental and control groups contain 13 children each). Whilst the experimental group underwent 30 minutes of music training twice a week for 10 weeks, the control group pursued their preschool education. Music education with the experimental group consists of activities, where students are active and experience music. Songs containing social values were taught to children in the unity of play music and movement. At the end of the study, the scores related to the social values of the experimental group improved as compared to that of the control group. No meaningful difference was detected between the posttest and follow-up test social values’ scores.          Keywords: Music education, social values, preschool education, value education.

scholarly journals Permainan Tradisional sebagai Kegiatan Ekstrakurikuler untuk Meningkatkan Kompetensi Sosial Siswa

2017 ◽  
Vol 2 (1) ◽  
pp. 62-82
Author(s):  
Marzoan Marzoan ◽  
Hamidi Hamidi
Keyword(s):  
Experimental Design ◽  
Social Competence ◽  
Primary Schools ◽  
Wilcoxon Test ◽  
Control Group ◽  
Control Group Design ◽  
The Social ◽  
Significant Difference ◽  
Before And After ◽  
Experimental Group

This study aims to improve the ability of students in extracurricular programs to improve the social competence of students in primary schools. In this study, the traditional game to be played is a common game performed by the people in the area around the school, the game of fort and selodor. Both types of traditional games are assumed to have a social interest because it is done in groups that require cooperation. The experimental design used in this study was to design the pretest-posttest control group design, ie experimental design divided into experimental and control groups. Data analysis techniques in this study divided into two stages, the first stage uses the Wilcoxon test, the second stage of the Mann-Withney U Test. The subjects of this study were 40 elementary students in North Lombok Regency divided into two groups, namely 20 people in SD Negeri 4 Gondang as an experimental class and 20 students in SD Negeri 1 Rempek as control class. The social competence in this study is measured by using the scale of social competence. The results of this study were (1) There is a significant difference in social competence in the experimental group between before and after being treated; (2) There were significant differences in social competence between the experimental group and the control group after being treated

scholarly journals Cognitive-Based Interventions Break Gender Stereotypes in Kindergarten Children

2021 ◽  
Vol 18 (24) ◽  
pp. 13052
Author(s):  
Yi Chung ◽  
Hsin-Hui Huang
Keyword(s):  
Gender Equality ◽  
Gender Stereotypes ◽  
Gender Stereotyping ◽  
Kindergarten Children ◽  
The Other ◽  
Control Group ◽  
School Settings ◽  
Before And After ◽  
Experimental Group ◽  
Northern Taiwan

Despite the growing recognition of gender equality worldwide, plausible strategies that reduce young children’s gender stereotypes remain limited. Cognitive-based interventions have been widely used in school settings and have been suggested to play important roles in children’s gender stereotyping and in their processing of counter-stereotypic information. We aimed to determine whether exposure to counter-stereotypical information could break gender stereotypes in kindergarten children. Fifty-four children (61–79 months old) from two public kindergarten classes in northern Taiwan participated in this study. One of the two classes was randomly selected as the experimental group (n = 28), and the other was the control group (n = 26). The experimental group consisted of a gender equality curriculum including script relationship training for two months, while the control group continued their regular curriculum. The picture classification task (PCT) was measured before and after the intervention to assess gender stereotypes. Before interventions, 87.50% of the children chose a gender stereotypic relationship, while 12.50% chose script/other relationships in PCT. After the interventions, the gender stereotypic relationship dropped to 73.22% in the experimental group. Children in the control group were more likely to maintain their gender stereotypic relationship choices in PCTs. Our findings suggest that cognitive-based interventions, such as a gender equality curriculum, have the potential to break gender stereotypes in kindergarten children.

Brief psycho-education for caregivers of persons with first episode psychosis

2018 ◽  
Vol 9 (01) ◽  
Author(s):  
Praful Prabhuappa Kapse ◽  
Manisha Kiran
Keyword(s):  
First Episode Psychosis ◽  
First Episode ◽  
Control Group ◽  
Episode Psychosis ◽  
Study Results ◽  
Before And After ◽  
Quasi Experimental ◽  
Expressed Emotions ◽  
Experimental Group ◽  
Group Family

Caring for the persons with first episode psychosis is challenging and demanding. It may lead to the increased burden, expressed emotions among the caregivers. The numerous studies have shown that high burden and negative expressed emotions among caregivers can lead to early relapse in the patients with first episode psychosis. To evaluate the effects of the brief psychoeducation on the caregivers burden and expressed emotions. A quasi experimental - before and after with control group research design was adopted for the study. A total of 60 caregivers have participated in the study, of which 30 caregivers in experimental group and 30 caregivers in the control group. Family Burden Interview Schedule (Pai and Kapoor, 1981) and Attitude Questionnaire (Sethi et al., 1981) was used to assess caregiver's burden and expressed emotions. At end of the psychoeducation intervention, burden among caregivers and negative expressed emotions of the caregivers have significantly reduced. The positive expressed emotions have been increased. Study results demonstrates the importance of psychoeducation intervention in reducing the burden and negative expressed emotions.

scholarly journals Effectiveness of “Hand Hygiene Fun Month” for Kindergarten Children: A Pilot Quasi-Experimental Study

2020 ◽  
Vol 17 (19) ◽  
pp. 7264
Author(s):  
Lorna Kwai Ping Suen ◽  
Janet Pui Lee Cheung
Keyword(s):  
Experimental Study ◽  
Hand Hygiene ◽  
School Health ◽  
Intervention Group ◽  
Kindergarten Children ◽  
School Level ◽  
Control Group ◽  
Hygiene Practices ◽  
Quasi Experimental ◽  
Experimental Group

Early childhood is a formative period during which healthy habits are developed, including proper hand hygiene practices. The aim of this quasi-experimental study was to determine the effectiveness of a 4-week series of educational sessions that consider the cognitive developmental stage of children on increasing their knowledge and promoting hand hygiene practices. The intervention group (n = 33) observed the hand hygiene program, whereas another group served as the waitlist control (n = 20). Creative activities were planned for the illustration of hand hygiene concepts in terms of “right moments”, “right steps”, and “right duration”. Hand sanitizer coverage was evaluated using a hand scanner. After the intervention, the experimental group had higher knowledge level toward hand hygiene than the control group (p < 0.001). Significant improvements in hand hygiene performance at the left palm and dorsum (p < 0.05), right palm (p < 0.05), and overall hand coverage (p < 0.05) were observed in the experimental group. The study demonstrated that the knowledge and proper hand hygiene (HH) practice of children can be positively influenced by the use of an age-appropriate education program. The results of this study have implications for school health educators and parents for promoting HH practices among children at home and at the school level.

Stress and Adaptation in Families of Children with Visual Disabilities

1996 ◽  
Vol 77 (4) ◽  
pp. 240-249 ◽  
Author(s):  
Yona Leyser ◽  
Antoinette Heinze ◽  
Gaylen Kapperman
Keyword(s):  
Family Environment ◽  
Social Acceptance ◽  
Service Providers ◽  
Control Group ◽  
Visual Disabilities ◽  
Parent Questionnaire ◽  
The Social ◽  
Sources Of Support ◽  
And Coping ◽  
Experimental Group

Little research is available on families of children with visual impairments. The authors examined stress and coping in a sample of 130 families (experimental group) of visually impaired children who responded to a parent questionnaire and the Family Environment Scale (FES). A control group of 78 parents responded to FES only. Findings revealed that the experimental group experienced various stressors such as future concerns, financial concerns, concerns about services, and concerns about the social acceptance of the child. These families were less involved in intellectual and cultural activities and used less structure and organization than did the controls. In coping, many families used various formal and informal sources of support as well as personal coping strategies. Implications for practitioners and social service providers are discussed.

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