INFLUENCING PRESCHOOLERS' FREE‐PLAY ACTIVITY PREFERENCES: AN EVALUATION OF SATIATION AND EMBEDDED REINFORCEMENT

Abstract

The present study evaluated the effects of classwide satiation and embedded reinforcement procedures on preschoolers' activity preferences during scheduled free-play periods. The goal of the study was to increase time allocation to originally nonpreferred, but important, activities (instructional zone, library, and science) while continuing to provide access to all free-play activities. The satiation intervention applied to preferred activities resulted in increased time allocation to the instructional and science activities, the customized embedded reinforcement interventions resulted in increased time allocation to all three target activities, and high levels of attendance to the instructional and library activities were maintained during follow-up observations. Implications for the design of preschool free-play periods are discussed.