Effects of a language program in the social functioning of children at elementary school

Abstract

Purpose: the purpose of this study was to describe a language stimulation program, including teacher training and practical activities in the classroom, and investigate the effectiveness of this action on the social functioning and behavioral problems of elementary school children. Methods: 136 children from six classrooms of a public school and their teachers participated in this research. Of these, half were given the language stimulation program: 16 hours of training for teachers and 9 meetings in the classroom with activities for students. The activities involved instruction for the use of language reflection and practice with the narrative structure. Teachers filled out questionnaires about the social skills and behavior problems of their students before and after the program. Results: there was no statistically significant difference between the research groups pre and post-program in terms of assertiveness/ social resourcefulness (1st and 5th grades) and cooperation/affection (1st and 3rd grades). In the research groups, children of the 3rd grade, different from the 1st and the 5th grade, showed more evolution in their self-control abilities, which may be related to the lower frequency of externalizing problems in this group. Conclusion: the language program had positive effects on social assertiveness/resourcefulness skills and social cooperation/affection.