[[--- Year: 1993 Authors: Sigrun Adalbjarnardottir

Title:: Promoting children’s social growth in the schools: An intervention study URL: https://www.sciencedirect.com/science/article/pii/019339739390002D Zotero Link:

](<---category: literaturenotetags: huntercitekey: adalbjarnardottirPromotingChildrensSocial1993status: unreaddateread:---%3E [!Cite]> Adalbjarnardottir, S. (1993). Promoting children’s social growth in the schools: An intervention study. Journal of Applied Developmental Psychology, 14(4), 461–484. https://doi.org/10.1016/0193-3973(93)90002-D>[!Synth]>Contribution:: >>Related:: >>[!md]> FirstAuthor:: Adalbjarnardottir, Sigrun ~ > Title:: Promoting children’s social growth in the schools: An intervention study > Year:: 1993 > Citekey:: adalbjarnardottirPromotingChildrensSocial1993 > itemType:: journalArticle > Journal:: Journal of Applied Developmental Psychology > Volume:: 14 > Issue:: 4 > Pages:: 461-484 > DOI:: 10.1016/0193-3973(93)90002-D > [!LINK] >.> [!Abstract]>> This study explores whether the social-cognitive competence and skills of elementary school children can be promoted in school. An intervention program, emphasizing discussion among students around conflicting opinions in social interactions, was carried out during one school year. Reflecting the balanced design of the study, 96 children (48 girls, 48 boys) aged 8 (48 children) and 11 (48 children) were selected at random from eight classes at four schools. Children in four classes at two of the schools received training to solve social conflicts, whereas children in four classes at the other two schools did not. All 96 children were interviewed at the beginning (fall) and end (spring) of the school year on the subject of “everyday” school dilemmas in which a student communicates with either a teacher or a classmate over conflicting opinions (thought). In addition, observations were used to explore children’s “real-life” social interactions with their teachers and classmates (action). For each situation, children’s thought processes and actions were classified independently at one of four developmental levels of perspective coordination (impulsive, unilateral, reciprocal, mutual). Results indicated that children who participated in the intervention program improved more in thougth level, showing greater progress in reciprocity, than children in the regular program. Moreover, in real-life situations, children in the intervention program improved more in action level when negotiating with classmates. They showed more increased reciprocity in their social conflict resolutions with classmates than children who did not receive special training. The difference in action level between groups did not emerge in situations with teachers. In addition, although age differences were not found in children’s progress level of thought and action as a function of which program they attended, some gender differences were revealed in level of action. Overall, although boys in the intervention program improved more in action level than boys in the regular program, girls improved similarly. Finally, improvement in thought level was related to progress in action level.>.> # Notes>.# Annotations%% begin annotations %%%% end annotations %%>)](<--- category: literaturenote tags: hunter citekey: adalbjarnardottirPromotingChildrensSocial1993 status: unread dateread:

%3E [!Cite]

Adalbjarnardottir, S. (1993). Promoting children’s social growth in the schools: An intervention study. Journal of Applied Developmental Psychology, 14(4), 461–484. https://doi.org/10.1016/0193-3973(93)90002-D

[!Synth] Contribution::

Related::

[!md] FirstAuthor:: Adalbjarnardottir, Sigrun
~
Title:: Promoting children’s social growth in the schools: An intervention study
Year:: 1993
Citekey:: adalbjarnardottirPromotingChildrensSocial1993
itemType:: journalArticle
Journal:: Journal of Applied Developmental Psychology
Volume:: 14
Issue:: 4
Pages:: 461-484
DOI:: 10.1016/0193-3973(93)90002-D

[!LINK] .

[!Abstract]

This study explores whether the social-cognitive competence and skills of elementary school children can be promoted in school. An intervention program, emphasizing discussion among students around conflicting opinions in social interactions, was carried out during one school year. Reflecting the balanced design of the study, 96 children (48 girls, 48 boys) aged 8 (48 children) and 11 (48 children) were selected at random from eight classes at four schools. Children in four classes at two of the schools received training to solve social conflicts, whereas children in four classes at the other two schools did not. All 96 children were interviewed at the beginning (fall) and end (spring) of the school year on the subject of “everyday” school dilemmas in which a student communicates with either a teacher or a classmate over conflicting opinions (thought). In addition, observations were used to explore children’s “real-life” social interactions with their teachers and classmates (action). For each situation, children’s thought processes and actions were classified independently at one of four developmental levels of perspective coordination (impulsive, unilateral, reciprocal, mutual). Results indicated that children who participated in the intervention program improved more in thougth level, showing greater progress in reciprocity, than children in the regular program. Moreover, in real-life situations, children in the intervention program improved more in action level when negotiating with classmates. They showed more increased reciprocity in their social conflict resolutions with classmates than children who did not receive special training. The difference in action level between groups did not emerge in situations with teachers. In addition, although age differences were not found in children’s progress level of thought and action as a function of which program they attended, some gender differences were revealed in level of action. Overall, although boys in the intervention program improved more in action level than boys in the regular program, girls improved similarly. Finally, improvement in thought level was related to progress in action level. .

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