Reports on an observation study of children's tattling behavior in a classroom setting. General conclusion is that in areas in which there was most interaction between children, there was the most tattling to adults and vice versa. The degree to which children are constrained to cooperate is discussed. (Author/AM)

The Involvement Instrument, an observational technique for examining children's interaction patterns and degree of involvement within the school setting, is presented in this paper. Training protocols for obtaining skill in using the Involvement Instrument, methods of analyzing data obtained by using the instrument, and criteria for determining…

This address presents a discussion of the rationale, procedures, reliability, and validity of the "Social and Nonsocial Executive Skills Profile." The skills profile was developed to identify and measure aspects of the preschool child's classroom behavior that are highly related to social and nonsocial competence. Executive competence is defined…

This study investigated the effects of short term supplemental parent and classroom programs on the self-concept, sociometric status, social involvement, and heterogeneity of friendship and associations of day care children 3.3 to 5 year of age. The treatment conditions compared: (1) a regular day care program (control); (2) a day care program…

The application of behavior modification procedures by Head Start teachers in the classroom and the remedial application of programmed instructions to children with preacademic deficiencies were studied in 11 classrooms located in three Kansas towns--Lawrence, Topeka, and Kansas City. Data were collected throughout the 1968-1969 year on both the…

This unit of the Flexible Learning System (FLS) provides instruction for adults in helping children develop problem solving skills and attitudes, with particular emphasis on shifting the responsibility of solving classroom problems from teacher to children. Problems are treated as opportunities to learn in which individuals or groups want…

This study examines the development of cooperative and negative behavior in a setting in which children of varied ages had regular opportunities for social encounters. Subjects were 16 children, half 16-19 months, half 28-32 months. Each child was observed 30 minutes per day for five days. Behaviors were recorded continuously. A narrative written…

This paper reports studies investigating the effects over time of age and social class grouping in infant day care on the psycho-social development of low socioeconomic status children (primarily black). Adult-child and child-child interactions were assessed in four different types of day care groupings: homogeneous x hetergeneous, age x social…