The Making Friends Program: Impact on Social Acceptance in Inclusive Preschool Settings

The Making Friends Program: Impact on Social Acceptance in Inclusive Preschool Settings

This research aimed to determine whether the Making Friends (MF) program is effective on social acceptance levels of typically developing children in preschool toward their peers with special needs. The research had an experimental design with a control group, pretest, posttest, and follow-up test....

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Bibliographic Details
Published in:The Asia-Pacific education researcher Vol. 33; no. 5; pp. 1189 - 1199
Main Authors: Shpendi Şirin, Tringa, Ahmetoğlu, Emine
Format: Journal Article
Language:English
Published: Singapore Springer Nature Singapore 01-10-2024
Springer Nature B.V
Subjects:
Control Groups
Education
Educational Policy and Politics
Experimental Groups
Generalized linear models
Inclusive education
International and Comparative Education
Learning and Instruction
Preschool Children
Regular Article
Sociology of Education
Special Needs Students
Early intervention
Preschool children
Inclusive settings
The Making Friends program
Social acceptance
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Summary:This research aimed to determine whether the Making Friends (MF) program is effective on social acceptance levels of typically developing children in preschool toward their peers with special needs. The research had an experimental design with a control group, pretest, posttest, and follow-up test. The study included 130 typically developing children in inclusive classrooms in educational institutions in Edirne, Turkey; 64 of whom were in the experimental group and 66 of whom were in the control group. In the current study, the MF program was applied to the children in the experimental group as 3 days a week for 6 weeks. General Information Form and Acceptance Scale for Kindergarten were used as data collection tools. The data were analyzed using the Covariance Analysis in the context of Generalized Linear Models (ANCOVA). The MF program was found to be effective on increasing social acceptance levels of typically developing children in inclusive preschool settings.
ISSN:0119-5646
2243-7908
DOI:10.1007/s40299-023-00789-z