基于气质评定的幼儿同伴冲突解决策略促进研究

同伴冲突解决策略是幼儿社会化发展水平的重要指标。但目前对其相关促进和培养实验研究较少,且大多都忽视了儿童自身特点。本研究旨在结合幼儿自身气质特点,设计有效方案促进幼儿同伴冲突解决策略。研究采用假设情境访谈法和现场实验法,探讨3岁~5岁幼儿同伴冲突解决策略的发展特点及促进的有效途径。结果表明:基于气质的同伴冲突解决策略促进课程有效,实验组幼儿同伴冲突解决策略的积极性有所提高,且幼儿的同伴交往地位和某些气质特点也得到了改善。     

幼儿班级同伴选择研究

幼儿同伴选择是同伴关系的一部分,是幼儿社会交往的开端。研究从幼儿选择同伴的角度和教师评价对幼儿同伴选择的影响这两方面对某幼儿园某班的30名幼儿和1名教师进行了连续3年的调查。调查发现:小班幼儿选择同伴的标准比较笼统,同伴所处的地理位置相对比较重要;而中、大班较小班有更加具体的同伴选择标准,更加注重同伴间的游戏体验。教师肯定性评价对幼儿的同伴选择影响小于教师否定性评价对同伴选择的影响。幼儿个体的气质、性格以及交往技巧才是同伴选择的决定性因素。     

早期行为抑制性对儿童社会行为发展的预测研究

行为抑制性和非抑制性是气质的一个重要维度,对儿童的社会性发展具有重要意义。根据儿童早期的行为抑制性表现,可以预测其社会行为,如同伴交往、利他行为、问题行为等的发展。     

学前儿童异龄同伴交往行为的特点

本研究采用事件取样法,对混龄背景中儿童的异龄同伴交往行为进行观察研究。结果表明:不同年龄段儿童异龄同伴交往主动性不存在差异;儿童更愿意与异龄同性同伴交往;大、小班儿童在选择年龄相差1岁或2岁的同伴交往上不存在差异;儿童使用语言方式和非语言方式交往不存在年龄差异,但存在性别差异;儿童异龄同伴交往行为性质之间存在极显著差异;儿童异龄同伴交往行为结果与交往时间存在年龄差异;异龄同伴交往行为次数反映了儿童异龄同伴交往的态度,要考察异龄同伴交往的质量,还需结合交往时间与交往结果。     

启动缓慢型幼儿同伴交往能力存在的问题及对策

文章通过与一般幼儿同伴交往能力标准进行比较,分析出启动缓慢型幼儿在同伴交往中存在主动性不强、缺乏交往技能、同伴交往情绪障碍及缺乏求助意识等问题;提出提高该气质类型幼儿同伴交往能力的策略,包括:刺激幼儿同伴交往主动性,注重对幼儿交往技能的训练,为幼儿创建适合与同伴交往的宽松环境,提高幼儿的表达能力和人际融合能力。     

幼儿自由游戏活动中同伴交往的特点

本研究以48名3～4岁幼儿为被试,采用录像观察法考察了幼儿在自由游戏活动中同伴交往的基本特点。结果发现,幼儿与同伴交往的总次数和交往总时间随年龄增长而增多;在相同时间内,幼儿在室内与同伴的交往次数和交往时间显著多于室外;幼儿与同伴在交往性别、交往主动性、交往方式、交往性质及交往控制性上存在一定年龄和性别差异;同伴交往次数与交往时间基本能比较一致地反映同伴交往的质量,但两者有时会出现不一致,引入交往时间考察幼儿同伴交往质量很有必要。     

学习障碍初中生同伴交往现状及教育建议

近年来,学习障碍学生的社会性发展已经引起越来越多的专家、学者关注。文章从学习障碍初中生同伴交往范围、同伴数量、交往的对象、交往动机,同伴接纳、同伴交往的和谐度等方面探讨了学习障碍初中生的同伴交往现状,并且提出了切实可行的教育建议,为改善学习障碍初中生同伴交往的现状提供参考。     

提高小班幼儿同伴交往能力的实践研究

幼儿期是社会性发展的关键期,幼儿的同伴交往能力也逐渐受到了人们的关注。小班幼儿刚刚适应集体生活,还不懂得如何与同伴交往,常常“以自我为中心”,在这种情况下,研究如何提高幼儿同伴交往的能力具有一定的必要性,可以帮助教师更有效地指导幼儿如何交往。本文将从小班幼儿同伴交往的发展现状着手,研究影响小班幼儿同伴交往的因素有哪些,从而从多角度提高小班幼儿的同伴交往能力。     

浅析学生同伴交往背后的德育价值

小学阶段是学生同伴关系建立的关键时期,这一时期同伴交往方式与态度往往左右着学生品德的形成。由于社会大环境的影响,学生同伴交往"功利化"日益明显。文章从交往意识、交往方式、交往行为、交往目的这四个维度进行分析,洞察学生同伴交往背后的德育价值,并对如何提高学生同伴交往的道德意义提出相关对策,期望与广大一线教育工作者共同切磋。     

小学生同伴交往冲突解决策略

同伴交往是小学生人际交往活动的重要内容,对其健康人格的培养、健康心理的发展及其世界观、人生观、价值观的形成具有重大的影响。不当的同伴交往容易引发小学生之间的同伴交往冲突,阻碍同伴交往的顺利进行。研究小学生同伴交往冲突的有效解决方法已经成为当下小学德育与管理过程中的重大课题。文章从消除认知偏见、发展交往技巧、开展朋辈交往教育、开展课外实践活动等方面着手,研究解决小学生同伴交往冲突的策略。     

Teacher perspectives on peer relation problems of young children

The purpose of this study is to investigate teacher perspectives on peer relation problems of young children. Examined are teacher definition of and assessment criteria for peer relation problems, and the most poignant peer relation problem perceived by teachers. Three experienced American preschool teachers are interviewed and observed for one year. It is found that the teachers define children’s peer relation problems as part of developmental processes and individual differences. The teachers judge peer relation problems in terms of children’s emotional well-being, intentions, and social skills, and perceive children’s control of others as the most serious peer relation problem in the classroom. It is posited that the teachers’ perspectives rely on the emotional and motivational bases of children’s relationships with peers. The related issues are discussed and implications for teaching practices are provided.     

‘Peer social capital’ and networks of migrants and minority ethnic youth in England and Spain

This article discusses friendships and peer groups of migrant and minority ethnic youth in schools in England and Spain, and critically considers them in relation to existing notions of ‘peer social capital’ and bridging (heterogeneous) and bonding (homogeneous) peer networks. The article argues for an extended understanding of peer social capital and discusses the complex composition and outcomes of bridging and bonding peer networks. It critically discusses both facilitators and barriers to friendships experienced by migrant and minority ethnic youth in schools, and considers them in relation to school practices.     

Peer Acceptance and Social Adjustment in Preschool and Kindergarten

Research on the relation between social behavior and peer acceptance in preschool children and the long-term consequences of peer acceptance or rejection is reviewed. Preschool children who exhibit aggressive behavior tend to be rejected by peers at an early age and these first impressions have a lasting effect on peer acceptance, in spite of subsequent changes in the child's behavior. Social behaviors that are related to peer popularity vary by age and sex. Children who experience high levels of peer acceptance in preschool and who have friends entering kindergarten with them make a better adjustment to school. Recommendations for fostering social development in preschoolers are discussed.     

同伴关系与幼儿的自我效能感发展

同伴关系为幼儿的自我效能感发展提供了丰富的信息来源,是影响学前期幼儿自我效能感发展的重要因素;与此同时,幼儿的自我效能感发展又会影响到幼儿同伴关系的确立和同伴之间的活动。     

Cardiac vagal regulation and early peer status

A sample of 341 5 (1/2) -year-old children participating in an ongoing longitudinal study was the focus of a study on the relation between cardiac vagal regulation and peer status. To assess cardiac vagal regulation, resting measures of respiratory sinus arrhythmia (RSA) and RSA change (suppression) to 3 cognitively and emotionally challenging tasks were derived. Results indicated that vagal regulation was positively associated with peer status. In addition, mediational analyses revealed that the relation between vagal regulation and peer status was mediated through better social skills for girls and better social skills and fewer behavior problems for boys. These findings are discussed in terms of the role of vagal regulation in the facilitation of children's positive social behavior.     

Harsh parenting and peer acceptance in Chinese early adolescents: Three child aggression subtypes as mediators and child gender as moderator

This study examined the mediating roles of three types of child aggression in the relation between harsh parenting and Chinese early adolescents’ peer acceptance as well as the moderating role of child gender on this indirect relation. 833 children (mean age = 13.58, 352 girls) with their parents were recruited as participants from two junior high schools in Shandong Province, People’s Republic of China. The results showed that paternal harsh parenting was only associated with boys’ aggressive behaviors and maternal harsh parenting was only associated with boys’ and girls’ verbal aggression. Adolescents’ verbal and relational aggressions were negatively associated with their peer acceptance. Verbal aggression was more strongly and negatively associated with girls’ peer acceptance. The results imply that in the Chinese cultural context, paternal harsh parenting may compromise boys’ peer acceptance through boys’ verbal and relational aggression as mediators, whereas maternal harsh parenting may impair children’s peer acceptance through children’s verbal aggression as a mediator, especially for girls. These results provide a theoretical basis for ameliorating the negative effect of harsh parenting on early adolescents’ peer acceptance by reducing their aggressive behaviors, with different strategies between boys and girls.     

The Relation Between Classroom Age Composition and Children’s Language and Behavioral Outcomes: Examining Peer Effects

Grouping children of different ages in the same preschool classroom (i.e., mixed age) is widespread, but the evidence supporting this practice is mixed. A factor that may play a role in the relation between classroom age composition and child outcomes is peer skill. This study used a sample of 6,338 preschoolers (ages 3–5) to examine the influence of both classroom age composition and peer skill on children’s behavioral and language outcomes. Results supported the growing literature indicating preschoolers’ skills are higher when peer skill is higher, but differences related to classroom age composition were not found. These findings further support the view that peer skill plays an important role in preschool children’s outcomes.     

Individual and familial risk and protective correlates of physical and psychological peer victimization

The purpose of this study was to explore the association between youth characteristics, parenting behavior, and family violence and risk of physical and/or psychological peer victimization using a sample of 856 adolescents aged 10–17. Additionally, we examined whether the relation between parenting behaviors and victimization was moderated by age and gender. Data for this study were drawn from the first wave of the Developmental Victimization Survey. The results revealed unique associations between youth and familial correlates and odds for experiencing physical, psychological, and both types of victimization. Gender was found to be a statistically significant moderator of the relation between parental monitoring and odds of experiencing both physical and psychological peer victimization. Implications for bully prevention and intervention are discussed.     

Regulation, emotionality, and preschoolers' socially competent peer interactions

In this study, the relations of regulatory control to the qualities of children's everyday peer interactions were examined. Effortful control (EC) and observations of peer interactions were obtained from 135 preschoolers (77 boys and 58 girls, mean ages = 50.88 and 50.52, respectively). The results generally confirmed the prediction that children who are high in EC were relatively unlikely to experience high levels of negative emotional arousal in response to peer interactions, but this relation held only for moderate to high intense interactions. Socially competent responding was less likely to be observed when the interaction was intense or when negative emotions were elicited. Moreover, when the interactions were of high intensity, highly regulated children were likely to evidence socially competent responses. The relation of EC and intensity to social competence was partially mediated by negative emotional arousal. The results support the conclusion that individual differences in regulation interact with situational factors in influencing young children's socially competent responding.