From “Me” to “We”: An Intervention Program to Increase Children’s Acceptance in Classrooms
The From "Me" to "We" intervention led to a small but statistically significant increase in children's peer acceptance. While these findings highlight the potential of group-oriented approaches to support social development in elementary school, future research is needed to examine the long-term effects and generalizability of the intervention across diverse classroom and cultural contexts.
Authors
- Yael Malin (ORCID: https://orcid.org/0000-0002-4982-601X)
- Hagit Sabato (ORCID: https://orcid.org/0000-0003-2702-3520)
- Hannah Fisher-Grafy (ORCID: https://orcid.org/0000-0002-2090-8919)
Institutions
- Bar-Ilan University (IL)
- Hebrew University of Jerusalem (IL)
- Max Planck Institute for Human Development (DE)
Publication Details
- Journal
- Children
- Published
- 2025-12-17
- DOI
- https://doi.org/10.3390/children12121706
- Primary Topic
- Early Childhood Education and Development
- Type
- article
- Field-Weighted Citation Impact
- 0.00