The relationship between developmentally appropriate practice and social behaviors of third-grade students.

Abstract

This study examined the relationship between the social behaviors of third grade students (N = 47) enrolled in 4 classrooms, and the developmentally appropriate practices demonstrated by their classroom teachers. Teachers rated both the prosocial and antisocial behaviors of the students. Students rated their prosocial behaviors. Group differences between students receiving developmentally appropriate and developmentally inappropriate instruction were examined with respect to social behaviors, family income, parent education, employment, family composition, and the previous educational experience of the students. No significant differences between students experiencing developmentally appropriate and developmentally inappropriate instruction were found with respect to social behavior outcomes.