The purpose of this study was to examine the effects of modeling on the sociodramatic play of kindergarten and first grade subjects enrolled in an elementary school receiving Title I funding. One hundred and twenty-eight children selected from eight classrooms comprised the sample for the study. The children in the sample were randomly divided into eight equal cells on the basis of grade level, sex, and treatment condition. There were sixteen subjects in each cell.The experimental group subjects were exposed to four, ten minute videotapes of peers modeling sociodramatic play. These videotapes were produced and filmed by the investigator. The videotapes were filmed in the playroom, set up in the same manner as during the data collection phase of the experiment. Each of these videotapes had four different models (two male, two female). The sixteen models were selected through the use of a sociogram. Subjects in the control group viewed four, ten minute nature films, believed to have nothing to do with sociodramatic play. Treatment for both experimental and control groups took place on the four school days immediately preceding data collection.The sociodramatic play of each subject was rated during three, ten minute observation sessions. Thus, each subject's sociodramatic play was rated for thirty minutes. The rating was carried out by the two raters trained by the investigator. The instrument employed was the Christman, Werton, Schurr Observation Instrument, an adaptation of an instrument developed by Smilansky.- The C.W.S. Observation Instrument allowed for the recording of the frequency with which each of the six elements of sociodramatic play occurred during a ten minute observation period at thirty second intervals. The subject received a check mark for any of the elements present during each thirty second interval. The subjects were rated individually in play groups of four (two male, two female). The interrater reliability was established at .95.The data was analyzed through a multivariate analysis of variance with the six elements of sociodramatic play as the dependent variables and grade level, sex, and treatment condition as the independent variables. The following null hypotheses were tested: Hypothesis I: There is no significant difference in sociodramatic play between male and female subjects; Hypothesis II: There is no significant difference in sociodramatic play between kindergarten and first grade children and; Hypothesis III: There is no significant difference in sociodramatic play between experimental and control group subjects.While the three-way interaction was not significant (p < .25), each independent variable was involved in significant two-way interactions. This rendered the main effects uninterpretable. However, since grade level was involved in both significant two-way interactions the data was analyzed by nesting sex and treatment within grade level.There were significant differences in the sociodramatic play of kindergarten subjects due to sex, with males engaging in more sociodramatic play than females (p < .0001). The sex differences among first graders were not significant (p <.48).There were significant differences among kindergarten subjects due to treatment conditions with those exposed to peer modeling engaging in more sociodramatic play than those exposed to nature films (p < .0001). The differences due to treatment were not significant for first grade subjects (p < .43)
| Identifer | oai:union.ndltd.org:BSU/oai:cardinalscholar.bsu.edu:handle/181807 |
| Date | 03 June 2011 |
| Creators | Weddle, Charles D. |
| Contributors | Williams, R. Ann |
| Source Sets | Ball State University |
| Detected Language | English |
| Format | 3, viii, 110 leaves ; 28 cm. |
| Source | Virtual Press |
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