Article

The Effects of Teaching Prosocial Skills on the Social Skill of Isolated Young Children

Author

김미영

Information

pp. 1~15 / 2006 Vol.13 No.4

Abstract

The purpose of this study is to investigate the effects of teaching prosocial skills upon social interaction and peer acceptance of isolated young children. It is generally believed that peer relationship is a critical developmental milestone of development of preschool children, one that has important implications for children\'s cognitive, communicative, and overall social development. The following research questions were formulated to pursue the purpose of this study: 1. How will teaching prosocial skill affect social interaction of isolated young children? 2. Will the change in peer acceptance of isolated children be maintained across time? Eight isolate subjects among two experimental groups were selected and assigned to the four different experimental conditions. Peer acceptance scores were measured using the peer-rating sociometric scale three times, i.e. pre, post, and follow-up periods. The findings of the study revealed that teaching prosocial skills had an effects on social interaction and peer acceptance of isolated young children. Teacher guidance, peer guidance, and story telling increased social interaction and peer acceptance of isolated young children more, as observed at the post and follow-up phase than at the pre phase, the control group did not show improvement at any phase. Finally, peer guidance had a greater effect upon social interaction and peer acceptance of isolated young children.

Keywords