Prosocial entry behaviors used by preschoolers to enter play groups in the natural setting of the classroom
Abstract
The purpose of this research was to identify specific entry behaviors used by preschoolers ranging in age from 4 3 to 5.2 as attempts are made into play groups in the natural setting of the classroom and play yard. When successful entry behaviors are displayed by preschoolers and are identified by researchers or teachers, those behaviors can possibly be taught to preschoolers who exhibit a need for more control over their entry strategies. Potentially successful entry bid strategies might be hovering near the group while observing their activities, making statements and displaying body language relevant to the group's activities. The design of this research is sociological and ethnographic in terms of the researcher having observed patterns of behaviors as they emerged during play in the natural setting. The basis of this observation, analysis, and evaluation is predicated on related research and literature in the fields of educational psychology, sociology, and educational studies.
Subject Area
Preschool education|Behaviorial sciences
Recommended Citation
Wilburn, Reudene Elizabeth, "Prosocial entry behaviors used by preschoolers to enter play groups in the natural setting of the classroom" (1997). ETD Collection for Fordham University. AAI9809025.
https://research.library.fordham.edu/dissertations/AAI9809025
