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作者 Levine, Darren Gabriel
書名 The effects of a teacher-child play intervention on classroom compliance in young children in child care settings
國際標準書號 9780494731406
book jacket
說明 87 p
附註 Source: Dissertation Abstracts International, Volume: 72-07, Section: B, page:
Thesis (Ed.D.)--University of Toronto (Canada), 2010
The current study evaluated the effect of a teacher conducted play intervention on pre-school aged children's compliance in child care settings. Study participants included 11 children ranging in age from 2 to 5 years old and seven early childhood education teachers within seven classrooms across five child care centres. Teachers were trained to conduct daily 5 minute play sessions consisting of contingent praise, mirroring, and warm responsiveness. A combination ABAB and multiple baseline design was used to demonstrate the effect of the play intervention. Pre-treatment observations revealed varying degrees of recurring child compliance difficulties. The play intervention was associated with improved rates of compliance for each participant child regardless of differences in age, gender, and level of compliance difficulties. The intervention is discussed with regard to its potential as a pro-active, non-intrusive strategy for improving young children's classroom compliance
School code: 0779
Host Item Dissertation Abstracts International 72-07B
主題 Psychology, Behavioral
Education, Early Childhood
Education, Educational Psychology
Alt Author University of Toronto (Canada)
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