An examination of the effects of teacher intervention during sensory play on the emotional development of preschool children

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dc.contributor.advisor Adams, Rebecca A.
dc.contributor.author Maynard, Christine N. en_US
dc.date.accessioned 2011-06-09T15:35:29Z
dc.date.available 2011-06-09T15:35:29Z
dc.date.created 2009 en_US
dc.date.issued 2009
dc.identifier.uri http://cardinalscholar.bsu.edu/handle/123456789/193845
dc.description Access to thesis permanently restricted to Ball State community only
dc.description.abstract This study was designed to measure if a teacher’s intentional interventions during sensory play had an impact on the emotional development of preschoolers. The aspects of emotional development measured were the ability of children to recognize and label the expressed emotions of others and the frequency of self regulatory, aggressive, and non-aggressive problem solving behaviors. Data was collected from a control group and an experimental group using two self designed research instruments. Results were analyzed using multi-variant analysis indicating no significant difference in behavior changes by group. While quantitative data indicates no significant change at a class wide level, accounts of individual children illuminate the need for further research on this topic.
dc.description.sponsorship Department of Family and Consumer Sciences
dc.format.extent 104 p. : digital, PDF file, col. ill. en_US
dc.source CardinalScholar 1.0 en_US
dc.subject.lcsh Perceptual learning. en_US
dc.subject.lcsh Play.
dc.subject.lcsh Emotions in children.
dc.subject.lcsh Preschool children -- Education.
dc.title An examination of the effects of teacher intervention during sensory play on the emotional development of preschool children en_US
dc.description.degree Thesis (M.S.)
dc.identifier.cardcat-url http://liblink.bsu.edu/catkey/1472917 en_US


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  • Master's Theses [5318]
    Master's theses submitted to the Graduate School by Ball State University master's degree candidates in partial fulfillment of degree requirements.

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