Citation

Bhavnagri NP, Samuels BG. Early Child Res. Q. 1996; 11(3): 307-331.

Copyright

(Copyright © 1996, Elsevier Publishing)

DOI

10.1016/S0885-2006(96)90010-1

PMID

unavailable

Abstract

This study investigated the effects of children's literature supported by activities focusing on preschoolers' social cognition of peer relationships. A quasi-experimental pretest-posttest design was used with 22 children in the experimental group and 22 in the comparison group. In the experimental group, 15 stories with peer interaction concepts embedded in them were read, discussed, and followed by activities that further reinforced these concepts. This intervention was conducted for 1 academic year. The children in the comparison group were read stories and were involved in activities on themes other than peer relationships. An analysis of covariance determined that the children in the experimental group had significantly higher scores on social cognition of peer relationships, as measured by the Social Knowledge Interview. Recommendations for teachers to replicate these findings and the overall implications of this study are examined.