The Effects of the Comprehensive Inductive Educational Approach on the Social Behaviour of Preschool Children in Kindergarten

Oct 15, 2026

Uploaded by jay

Study determines the effects of implementing a comprehensive inductive educational approach over five months on preschool children’s social behaviour in kindergarten. The sample includes 52 children in an experimental group and 48 in a control group aged 2.6 to 6.0 years. Kindergarten teachers completed the Slovenian Social Competence and Behaviour Evaluation questionnaire before and after the intervention. Children in the experimental group scored higher on five of eight social behaviour scales, on two of three composite scales, and on overall social adaptation, indicating broad positive influence across multiple social behaviour aspects.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages17

Reading Time43 min

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Introduction

Comprehensive inductive approach and social behaviour outcomes

The Effects of the Comprehensive Inductive Educational Approach on the Social Behaviour of Preschool Children in Kindergarten Robi Kroflič*1 and Helena Smrtnik Vitulić2 • The aim of the present study was to ascertain the effects of the five-month implementation of the comprehensive inductive educational approach on the social behaviour of kindergarten children. The sample consisted of 52 children in the experimental group and 48 children in the control group, aged from 2.6 to 6.0 years. The kindergarten teachers responsible for the two groups completed the Slovenian version of the Social Competence and Behaviour Evaluation questionnaire before and after the implementation of the approach. The children in the experimental group achieved higher scores than those in the control group on five of the eight basic scales of social behaviour, and on two of the three composite scales, as well as on the general result of social adaptation. It can be concluded that the implementation of the comprehensive educational approach influenced various aspects of the children’s social behaviour. Keywords: inductive educational approach, early childhood, kindergarten, social behaviour 1 *Corresponding Author. University of Ljubljana, Faculty of Arts, Slovenia; [robi.kroflic@gmail.com](robi.kroflic@gmail.com) 2 University of Ljubljana, Faculty of Education, Slovenia Učinki celovitega induktivnega vzgojnega pristopa na socialno vedenje predšolskih otrok v vrtcu Robi Kroflič* in Helena Smrtnik Vitulić • Namen prispevka je prikazati učinke petmesečnega uvajanja celovitegainduktivnega vzgojnega pristopa na socialno vedenje vrtčevskih otrok. Vzorec je zajemal 52 otrok v eksperimentalni skupini in 48 otrok v kontrolni skupini, starih od 2,6 leta do 6 let. Predšolske vzgojiteljice, zadolžene za obe skupini otrok, so izpolnjevale slovensko različico Vprašalnika o socialnem vedenju otrok pred uvedbo celovitega induktivnega vzgojnega pristopa in po njej. Otroci v eksperimentalni skupiniso dosegli boljše rezultate kot otroci v kontrolni skupini na petih odosmih osnovnih lestvic, nadalje na dveh od treh sestavljenih lestvic patudi v skupnem rezultatu socialne prilagojenosti. Sklenemo lahko, da je implementacija celovitega induktivnega vzgojnega pristopa pozitivnovplivala na različne vidike socialnega vedenja otrok. Ključne besede: induktivni vzgojni pristop, zgodnje otroštvo, vrtec, socialno vedenje Introduction Recently, there has been increasing interest in the emotional, social and affective dimensions in examining moral development and how it is influenced by education, whereas in the so-called pre-Kohlbergian period (Kristjansson, 2004) these dimensions were notably neglected. In the philosophy of education, there is increased awareness of the importance of relational ethics, particularly the ethics of care and Levinas’ ethics of “face-to-face” encounter (Dahlberg & Moss, 2005; Kroflič, 2010) . In his ethics, Levinas highlights responsibility towards other human beings and suggests that contextualised reasoning should replace submission to universal norms, as well as emphasisinga respectful attitude towards difference (Levinas, 2006; Moss, 2008) . A similar trend can be observed in numerous psychological studies (Eisenberg, Losoja,& Guthrie, 1997; Eisenberg et al., 2001; Eisenberg, Cumberland, Guthrie, Murphy, & Shepard, 2005; Horvat & Zupančič, 2010) underlining the importance of the child’s encounter with the real other person, leading to the emergence of complex prosocial emotions, which represent the core foundation of children’s social competence. The latter is closely linked to the developing ability of social perspective-taking, representing the individual’s cognitive and emotional ability to understand other people’s emotions, motives and intentions (Eisenberg & Mussen, 1997) . Children’s social competence also includes effective emotional regulation. Emotionally well-regulated people are capable of managing their emotions in

FAQs

What was the goal of the study?

To determine how a five-month implementation of a comprehensive inductive educational approach affects preschool children’s social behaviour in kindergarten.

How were children grouped and assessed?

The study involved 52 children in an experimental group and 48 in a control group. Teachers completed a Slovenian Social Competence and Behaviour Evaluation questionnaire before and after the approach.

What results were observed after the intervention?

The experimental group achieved higher scores than the control group on five of eight basic social behaviour scales, on two of three composite scales, and on the general result of social adaptation.

Oct 15, 2026

Uploaded by jay