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 imple
-
mentation of the comprehensive educational approach influenced various
aspects of the children’s social behaviour.
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