查看文章

A program designed to enhance children’s prosocial development was conducted in three suburban elementary schools for 5 consecutive years, focusing primarily on a single cohort of children as it moved from kindergarten through fourth grade. Repeated observations were conducted each year to assess program implementation and student interpersonal behavior in classrooms in the three “program” schools and in three “comparison” schools. Analyses of these observational data revealed significantly higher scores in the program than the comparison classrooms on each of five indices of program-relevant activities and practices: Cooperative Activities, Developmental Discipline, Activities Promoting Social Understanding, Highlighting Prosocial Values, and Helping Activities. Further analyses indicated that students in program classrooms scored significantly higher on two indices of interpersonal behavior …