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

• Main Authors: Robi Kroflič, Helena Smrtnik Vitulič
• Format: Article
• Language: English
• Published: University of Ljubljana 2015-03-01
• Series: Center for Educational Policy Studies Journal
• Subjects: inductive educational approach; early childhood; kindergarten; social behaviour
• Online Access: https://ojs.cepsj.si/index.php/cepsj/article/view/154

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 the two 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 on the 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.