Preschool children's awareness of others' needs: Prosocial responses toward children with and without disabilities
Abstract
This research examines ways that typically developing preschool children think about prosocial behaviors in interactions with a peer with a disability. Subjects were preschool boys and girls (mean age = 58 months) who attended two types of classrooms: inclusive (classrooms with children with disabilities, N=33) and regular (classrooms without children with disabilities, N=30). Differences in children's ideas about prosocial behaviors were examined using story vignettes and small dolls adapted for visual, hearing, and physical disabilities as props. Results indicated that children in inclusive classrooms offered significantly more spontaneous helping responses, had significantly higher helping index scores for helping others, and expressed a significantly greater awareness of disabilities than did the children in the regular classrooms. Children said that they help and share with classmates who are their friends. Results are discussed in light of practical applications and future research.
Degree
Ph.D.
Advisors
Diamond, Purdue University.
Subject Area
Preschool education
Off-Campus Purdue Users:
To access this dissertation, please log in to our
proxy server.