The Effects of a Teacher-Child Play Intervention on Classroom Compliance in Young Children in Child Care Settings

摘要

The current study evaluated the effects of a teacher-conducted play intervention on preschool-aged children's compliance in child care settings. Study participants included 8 children ranging in age from 3 to 5 years and 5 early childhood education teachers within 5 classrooms across 5 child care centers. A combination ABAB and multiple baseline design was used to demonstrate the effects of the play intervention. Pretreatment observations revealed varying degrees of child compliance difficulties. The play intervention was associated with improved rates of compliance for each participant child. The intervention is discussed with regard to its potential as a proactive, nonintrusive strategy for improving young children's classroom compliance.