Child-Centered Kinder Training for Teachers of Pre-School Children Deemedat-Risk

Phyllis Post, Angela Sheely, Melissa McAllister, Barbara Hess, Claudia Flowers

Research output: Contribution to journalArticlepeer-review

37 Scopus citations


The purpose of this study was to examine the impact of child-centered kinder training on both at-risk children and their teachers using Landreth's 10-week filial training model. In this project, the teachers received 30 minutes of immediate feedback following their play sessions with individual children. Following the 10-week training, teachers participated in 13 group sessions to help them generalize the use of the skills into their classrooms. The findings indicate that changes occurred in both the children and the teachers. The children who participated in play sessions with their teachers improved in three of the four composite scales of the Behavior Assessment Scale for Children (Internalizing Problems, Behavioral Symptoms Index, and Adaptive Skills), when compared to a control group of children who did not have the play sessions. The teachers demonstrated better play therapy skills and higher levels of empathic responding with children in the playroom. In addition, teachers were able to generalize the skills into their classrooms when compared to teachers who had not received kinder training. The findings of this study indicate that child-centered kinder training is an effective strategy for both at-risk pre-school children and their teachers.

Original languageEnglish
Pages (from-to)53-74
Number of pages22
JournalInternational Journal of Play Therapy
Issue number2
StatePublished - 2004


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