A Classroom Discipline Model for Promoting Social Cognitive Development in Early Childhood

Journal of Moral Education 11 (1):47-60 (1981)
Abstract Two first grade teachers were trained in the use of a social cognitive model developed by the present author. The teachers were instructed to use the model in the naturalistic context of the classroom whenever interpersonal difficulties arose in order to increase the students? levels of interpersonal conceptions and social problem solving abilities. For the first 11 weeks, Class 1 was an experimental condition and Class 2 was a control. After the 11 week period, Class 1 was higher than Class 2 in interpersonal conceptions, social problem solving, and moral judgment, but not in vocabulary. For the next 11 weeks Class 2 started the educational programme and Class 1 continued the programme. At the end of this period, Class 2 was equivalent to Class 1's scores after its first 11 weeks in interpersonal conceptions, social problem solving, and moral judgement. Class 1 maintained its original social cognitive gains. The findings support the model's effectiveness in promoting children's social cognitive development
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