Work 'with' me: learning prosocial behaviours

Carter, Margaret Anne, and Ellis, Carmel (2016) Work 'with' me: learning prosocial behaviours. Australasian Journal of Early Childhood, 41 (4). pp. 106-114.

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Abstract

This article reports research findings from a descriptive study, identifying the perceptions of 33 staff in one early childhood Montessori centre in south-east Queensland, Australia. The authors report on the instructional practices associated with young children learning prosocial behaviours in this centre. Social understanding and skill acquisition communicated with authoritative practices were ranked favourably, compared with punitive practices of ordering and bribing children to behave. Engaging in respectful limit setting involving teaching children baseline social rules was preferred over telling, blaming and punishing children to behave. Our findings provide preliminary support for the importance of educators purposefully teaching young children the minimal level prosocial behaviours expected within early childhood education contexts.

Item ID: 46822
Item Type: Article (Research - C1)
ISSN: 1836-9391
Keywords: prosocial; young children; behaviour; Montessori; Authoratitative
Date Deposited: 09 Apr 2017 23:51
FoR Codes: 13 EDUCATION > 1303 Specialist Studies in Education > 130399 Specialist Studies in Education not elsewhere classified @ 20%
13 EDUCATION > 1301 Education Systems > 130102 Early Childhood Education (excl Maori) @ 50%
13 EDUCATION > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators @ 30%
SEO Codes: 93 EDUCATION AND TRAINING > 9301 Learner and Learning > 930104 Moral and Social Development (incl. Affect) @ 60%
93 EDUCATION AND TRAINING > 9302 Teaching and Instruction > 930202 Teacher and Instructor Development @ 40%
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