ABSTRACT

The study aimed at determining whether teachers' empathetic attitude program based on Kinder Therapy could enhance the maladjusted preschoolers' social relationships with teachers and with their peers. With their three maladjusted children, three teachers participated in the program that consisted of four courses lasting 20 sessions. The instruments included the Student-Teacher Relationship Scale(STRS), the Social Interaction Records and the sociometric scales for peer acceptance. This study found that the teachers' empathetic attitude support program enhanced the scores of the social relationship between teachers and maladjusted children, the peer acceptance scores for maladjusted children, and the frequencies of social interaction behaviors between maladjusted children and peers. The results show the effectiveness of the program in addressing the problems of maladjusted children. They also indicate the usefulness of Kinder Therapy as a method of training empathetic attitude of teachers and dealing with individual differences in social relationships. These results lead to a conclusion that the empathetic attitude program based on Kinder Therapy has significant implications for early childhood teacher education.

KEYWORD

maladjusted children, social relationship, teachers' empathetic attitude, Kinder Therapy

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