WEKO3
アイテム
<論文>幼児の社会性の発達に関する研究(II) : 社会的スキル訓練の効果
https://meilib.repo.nii.ac.jp/records/283
https://meilib.repo.nii.ac.jp/records/2830fdbb849-9019-4f8c-9f2a-e99075bf2b90
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
mgjc.journal.1995.4suzuki (603.2 kB)
|
|
| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2013-02-01 | |||||
| タイトル | ||||||
| タイトル | <論文>幼児の社会性の発達に関する研究(II) : 社会的スキル訓練の効果 | |||||
| タイトル | ||||||
| タイトル | <Article>The Development of Social Nature in Preschool Children (II) : Effects of Social Skills Training on Social Development | |||||
| 言語 | en | |||||
| 言語 | ||||||
| 言語 | jpn | |||||
| 資源タイプ | ||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
| 資源タイプ | departmental bulletin paper | |||||
| 著者 |
鈴木, 順和
× 鈴木, 順和 |
|||||
| 著者別名 | ||||||
| 識別子Scheme | WEKO | |||||
| 識別子 | 539 | |||||
| 姓名 | SUZUKI, Toshikazu | |||||
| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | This study was designed to investigate the effects of social skills training on children's social development. Two intermediate age classes of kindergarten, consisting of a training class and a non - training class, were compared. 26 children of the training class were coached in social skills by the class teacher : verbally initiating to a peer(a), responding to another child's initiation, offering support to peers, and so on. Social assessments by behavioral observation and personality test were administered after the training. There were no significant differences in total scores of social assessments consisting of eight items. There were, however, significant differences in sub-items ; especially, the training class was superior to the non - training class in positive interaction with peer groups. Moreover, the training children showed significantly lower emotionality such as anxiety and neuroticism than the non - training children. The results suggest that teacher intervention and training enhance participation to peer groups and school environment, and that positive interaction with peer groups promotes mental stability. | |||||
| 内容記述 | ||||||
| 内容記述タイプ | Other | |||||
| 内容記述 | This study was designed to investigate the effects of social skills training on children's social development. Two intermediate age classes of kindergarten, consisting of a training class and a non - training class, were compared. 26 children of the training class were coached in social skills by the class teacher : verbally initiating to a peer(a), responding to another child's initiation, offering support to peers, and so on. Social assessments by behavioral observation and personality test were administered after the training. There were no significant differences in total scores of social assessments consisting of eight items. There were, however, significant differences in sub-items ; especially, the training class was superior to the non - training class in positive interaction with peer groups. Moreover, the training children showed significantly lower emotionality such as anxiety and neuroticism than the non - training children. The results suggest that teacher intervention and training enhance participation to peer groups and school environment, and that positive interaction with peer groups promotes mental stability. | |||||
| 書誌情報 |
宮崎女子短期大学紀要 en : Bulletin of Miyazaki Women's Junior College 巻 22, p. 37-44, 発行日 1996-03 |
|||||
| 出版者 | ||||||
| 出版者 | 宮崎女子短期大学 | |||||
| ISSN | ||||||
| 収録物識別子タイプ | ISSN | |||||
| 収録物識別子 | 02898748 | |||||
