TY  - JOUR
PY  - 1979//
TI  - Rehabilitation of socially withdrawn preschool children through mixed-age and same-age socialization
JO  - Child development
A1  - Furman, W.
A1  - Rahe, D. F.
A1  - Hartup, W. W.
SP  - 915
EP  - 922
VL  - 50
IS  - 4
N2  - 24 socially withdrawn preschool children were located through classroom observations and assigned to 3 conditions: (a) socialization with a younger child during 10 play sessions, (b) socialization with an age mate during a similar series of sessions, and (c) no treatment. The socialization sessions, particularly those with a younger partner, were found to increase the sociability of the withdrawn children in their classrooms. Significant increases occurred mainly in the rate with which positive social reinforcement was emitted. Generally, the results support a leadership deficit theory of social isolation. Possible mechanisms responsible for the observed changes are discussed.<p /> <p>Language: en</p>
LA  - en
SN  - 0009-3920
UR  - http://dx.doi.org/
ID  - ref1
ER  -