Date of Award:

5-1997

Document Type:

Thesis

Degree Name:

Master of Science (MS)

Department:

Human Development and Family Studies

Department name when degree awarded

Family and Human Development

Committee Chair(s)

Ann M. Berghout Austin

Committee

Ann M. Berghout Austin

Committee

Shelley Lindauer

Committee

Don Sisson

Abstract

Children who develop more prosocial behaviors tend to be more competent socially than those children who develop fewer prosocial behaviors. Group games are especially effective in the facilitation of prosocial behaviors. This study compared the number of prosocial or positive behaviors and negative behaviors displayed during cooperatively and competitively structured game treatments using the Observational Checklist and the Teacher Checklist. We controlled for possible differences in teacher nuturance through the Caregiver Interaction Scale. Participants included 20 boys and 19 girls (mean age = 4 years 7.3 months) enrolled in one of two classes at Utah State University s Adele and Dale Young Child Development Lab.

There were no statistically significant effects of treatment found according to The Teacher Checklist; however, statistically significant differences in positive and negative behaviors were found on The Observational Checklist across treatment conditions. Specifically, after cooperative games, positive behaviors were higher than expected while negative behaviors were lower than expected. During competitive games, positive behaviors were lower than expected and negative behaviors were higher than expected. When the two factors on The Teacher Checklist, Aggression and Immaturity, were analyzed, no statistically significant relationships were found.

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