儿童孤独感与同伴关系的相关研究

孤独感是一种消极、弥散性的心理状态,儿童长期处于此状态会导致适应不良.同伴关系在本文采用同伴提名法和问卷调查法,对4-5年级共258名儿重进行了研究.结果表明:儿童的孤独感在年级和性别上的差异不显著;受欢迎组儿童的孤独感显著低于被拒绝组儿童.     

表演游戏与幼儿同伴关系干预

表演游戏是深受幼儿喜爱的一种游戏形式,能促进幼儿情感、认知和社会性的发展.以表演游戏为干预因子,并从认知、情感、行为三个维度入手,对幼儿的同伴关系发展进行综合干预,能将教师的干预融入游戏活动之中,让幼儿在自然的状态下接受干预,达到良好的干预效果.这种方法具有较强的可行性.     

Social Interactions and Peer Perceptions of Young Physically Abused Children

14 3-6-year-old children with a history of physical abuse and a closely matched comparison group of 14 nonabused children, all of whom had been in day-care for more than a year, participated in this investigation. Behavior observations, teacher reports, and peer sociometric ratings were used to evaluate children's peer interactions. It was found that abused children initiated fewer positive interactions with peers and exhibited a higher proportion of negative behavior than nonabused comparison children. Peers viewed abused children as less well liked. Further, peers were less likely to reciprocate the initiations of abused children, although they approached abused children as often as they approached comparison children. Teachers viewed abused children as more behaviorally disturbed. Overall, results indicated that abused children experience disturbed social interactions outside the home environment, despite involvement in a day-care setting that provides alternative peer and adult role models.     

The Peer Relations of Preschool Children with Communication Disorders

The peer-related social interactions of preschool-age children with communication disorders were compared to those of normally developing chronological age-mates. All children were previously unacquainted with one another and participated in a series of short-term play groups. Differences between the 2 groups emerged primarily in terms of overall social activity, as children with communication disorders engaged in fewer positive social interactions and conversed with peers less often during non-play activities. Children with communication disorders also were less successful in their social bids and appeared to be less directive with their peers. However, both groups of children exhibited similar patterns of socially competent interactions including the ability to sustain play (group play), to minimize conflict, to join others in ongoing activities, and to respond appropriately to the social bids of others. Based on peer sociometric ratings, both groups of children were equally accepted. These general patterns of similarities and differences were found in settings in which play groups consisted of all children with communication disorders (specialized settings) as well as in settings in which the play groups included both children with communication disorders and normally developing children (mainstreamed settings). However, even during the relatively brief acquaintanceship process, an analysis of peer preference patterns revealed that children with communication disorders in mainstreamed settings were less socially integrated in the play groups than normally developing children. The potential for additional difficulties in peer interactions for children with communication disorders when children become more familiar with one another and play becomes more intricate was discussed in light of interaction patterns formed during the shortterm play groups.     

The Relationship Between and Peer Relations in Preschool Children Parent-Rated Behavior Problems

The relationship between parent-rated behavior problems based on the Preschool Behavior Questionnaire (PBQ) and the peer relations of nonhandicapped and mildly developmentally delayed preschool children was examined in this study. Measures of the peer-related social interactions of 3- and 4-year-old nonhandicapped children and a 4-year-old developmentally delayed group were obtained as children participated in a series of specially designed playgroups. Correlations with scores for the behavior problem dimensions obtained from the PBQ with social interaction and negative relationship peer interaction factors revealed significant relationships only for the nonhandicapped 4-year-old children. Children rated by their mothers as high on the Hostile-Aggressive, Anxiety-Fearful, and Total Behavior Disturbed dimensions were less socially interactive with peers and received higher negative relationship scores than children with lower ratings.     

The Relationship Between Parent-Rated Behavior Problems and Peer Relations in Preschool Children

The relationship between parent-rated behavior problems based on the Preschool Behavior Questionnaire (PBQ) and the peer relations of nonhandicapped and mildly developmentally delayed preschool children was examined in this study. Measures of the peer-related social interactions of 3- and 4-year-old nonhandicapped children and a 4-year-old developmentally delayed group were obtained as children participated in a series of specially designed playgroups. Correlations with scores for the behavior problem dimensions obtained from the PBQ with social interaction and negative relationship peer interaction factors revealed significant relationships only for the nonhandicapped 4-year-old children. Children rated by their mothers as high on the Hostile-Aggressive, Anxiety-Fearful, and Total Behavior Disturbed dimensions were less socially interactive with peers and received higher negative relationship scores than children with lower ratings.     

Gender-Specific Linkages of Affective Social Competence With Peer Relations in Preschool Children

Research Findings: We examined whether affective social competence, or the ability to effectively send and receive emotional signals and to manage one's own emotional experience, contributes to preschool children's peer relations. Forty-two previously unacquainted preschoolers were observed while participating in a week-long playschool. Greater nonstereotypical emotion knowledge was related to girls' popularity and boys' likelihood of having a reciprocal friendship. Girls with greater skill at sending emotional communications and managing emotions were more likely to have a reciprocal friendship. Boys who were better at managing emotions compared to others in their group were less popular. The role of social context in the influence of affective social competence on children's peer relations is discussed. Practice or Policy: Results have implications for early childhood educators' promotion of children's socioemotional skills.     

Gender-Specific Linkages of Affective Social Competence With Peer Relations in Preschool Children

Research Findings: We examined whether affective social competence, or the ability to effectively send and receive emotional signals and to manage one's own emotional experience, contributes to preschool children's peer relations. Forty-two previously unacquainted preschoolers were observed while participating in a week-long playschool. Greater nonstereotypical emotion knowledge was related to girls' popularity and boys' likelihood of having a reciprocal friendship. Girls with greater skill at sending emotional communications and managing emotions were more likely to have a reciprocal friendship. Boys who were better at managing emotions compared to others in their group were less popular. The role of social context in the influence of affective social competence on children's peer relations is discussed. Practice or Policy: Results have implications for early childhood educators' promotion of children's socioemotional skills.     

Peer Relations and Social Adjustment of Latino and Chinese Children in Head Start Classrooms

Research Findings: The present study investigated the role of ethnic similarity in the peer preferences and play quality of Latino and Chinese children enrolled in Head Start classrooms and the relationship between peer acceptance and social adjustment in these groups. Participants were 244 children (M = 4.6 years old) from Head Start preschools located in the greater Los Angeles area. Results showed that both Chinese and Latino children played more with same-ethnic than cross-ethnic peers, but only Latino children showed same-ethnic preferences in friendship nominations. Play dyads of the same ethnic group engaged in more complex play than those of different ethnic groups. Practice or Policy: Findings suggest that preferences for same-ethnic peers are starting to emerge in preschool classrooms. In addition, prosocial behaviors may be important for all children, regardless of ethnicity, to gain peer acceptance. Implications for practice are addressed.     

学习困难儿童的注意、行为及同伴关系的研究

本文对学习困难儿童的注意、行为及同伴关系进行了研究。５１６名四、五、六年级的小学生参加了本研究,有效被试５０５人。其中学习困难儿童２９人,占总人数的５．７％。研究结果表明,学习困难儿童与学习一般、学习优秀儿童相比,其注意、行为、同伴关系都明显存在更多的问题。因此,对他们的帮助和矫治工作必须考虑这些方面的因素     

Young Children's Trust Beliefs in Peers: Relations to Social Competence and Interactive Behaviors in a Peer Group

Research Findings: The aim of this study was to explore the relations between children's trust beliefs and social competence as well as social preference. In addition, this study examined how children with different trust belief profiles may differ in their peer interactive behaviors. A total of 47 children ages 5 to 6 participated in this study. Data were collected via observation of play behaviors, a teacher-rated social competence scale, and a child interview. The results indicated that children's trust beliefs in friends’ promise-keeping behaviors were positively associated with intrapersonal and interpersonal domains of social competence. Children who had greater trust in non-friend classmates’ promise-keeping behaviors tended to be sociable in a group, polite, and more preferred, and they were less likely to be disliked by peers. Children with different trust profiles exhibited differential interactive behaviors with peers. Practice or Policy: These findings suggest that parents and early childhood educators should pay more attention to the extent to which young children trust their close friends and familiar peers, especially in terms of keeping promises. Adults may model their efforts in keeping their promises made to children and enhance children's capacity to reciprocate trust in close relationships. Adults can help children differentiate their trust based on the intimacy of relationships.     

学习不良儿童的孤独感及其相关因素研究

目的:探讨学习不良儿童孤独感状况及其影响因素。方法:采用儿童孤独感量表、社会支持问卷、应对方式问卷和EPQ量表分别对96名学习不良儿童和102名一般儿童进行调查。结果:学习不良儿童孤独感得分高于一般儿童孤独感得分(t=3.02 P<0.01);学习不良儿童社会支持量表总分及各因子分均低于一般儿童(P<0.01);应对方式问卷的消极应对因子分及EPQ的精神质、神经质显著多于一般儿童(P<0.01)。相关分析表明:消极应对、社会支持及神经质个性是影响学习不良儿童孤独感的主要因素。结论:重视提高学习不良儿童的心理健康水平,减轻其孤独感。     

Practicing Social Skills Training for Young Children with Low Peer Acceptance: A Cognitive-Social Learning Model

Peer acceptance during early childhood is related to children's academic achievement, adjustment in school, and even psychological well-being in adulthood. Children who experience low peer acceptance exhibit socially inappropriate behavior patterns, which are associated with irrelevant patterns of information processing. Therefore, as a way of helping children with low peer acceptance, a cognitive-social learning model of social skills training has been used because the model focuses on cognitive changes as well as behavioral changes. Three parts of the social skills training—enhancing skill concepts, promoting skill performance, and fostering skill maintenance/generalization—are discussed. In order to be successful, a trainer should understand the training model as well as behavioral patterns of children with low peer acceptance to provide theory-based and individualized feedback to each participant.     

农村儿童孤独感现状调查及对策

关于儿童孤独感的研究多以城市儿童为被试,对农村儿童关注较少。为了弥补这个研究的缺陷,选取了160名小学3-6年级的农村儿童为研究对象,采用Asher等1984年编制的《儿童孤独感量表》进行问卷调查,并对其孤独感特点进行分析。结果表明,农村儿童孤独感在不同年级、不同性别之间均存在显著差异。四年级儿童的孤独感最高,男生的孤独感显著高于女生。     

Sympathetic Behavior in Young Children

Using three stratified random samples of thirty-two teachers each from grades 2 through 5, a 3-group posttest-only control group research design was employed to determine the effectiveness of an in-service program utilizing simulation techniques on teacher awareness of pupils’ instructional reading levels. Pupils were selected randomly from each teacher’s classroom. Differences between the grade level of pupils’ readers and their performance on McCracken’s Standard Reading Inventory constituted the measure of teacher awareness. The importance of teachers’ grade level assignments and the time of year when this in-service training is conducted were also evaluated.

Findings indicated that this in-service program is effective only when conducted before school begins. There was a significant difference in teacher awareness among grade levels but a contravertible one between primary and intermediate levels.     

Preferential Handedness in Young Children

A number of characteristics of eleven Repgrid indices of cognitive structure, in particular the Smith &; Leach hierarchical complexity index, are investigated among boys and girls in the 9-15 years age range. The Smith &; Leach index is shown to be significantly reliable (p < .01) over a 30-month period, but in common with seven indices of cognitive differentiation, it is of dubious validity. Reasons for such dubiety are discussed.     

Peer Problems Among Postinstitutionalized,Internationally Adopted Children: Relations to Hypocortisolism,Parenting Quality,and ADHD Symptoms

Seventy-eight postinstitutionalized (PI) children adopted at ages 17–36 months were assessed 2, 8, 16, and 24 months postadoption on measures of cortisol and parenting quality, and compared to same-aged children adopted from foster care (FC, n = 45) and nonadopted children (NA, n = 45). In kindergarten (M_age = 6.0 years), teachers, parents, and trained observers completed measures of peer relationships and attention deficit hyperactivity disorder (ADHD) symptoms. PI children had more peer problems and ADHD symptoms according to teachers and observers than NA children with FC children in between, whereas both PI and FC children were at significantly greater risk of hypocortisolism (i.e., blunted cortisol diurnal rhythm and reactivity). Hypocortisolism and ADHD symptoms mediated the association between preadoption adversity and peer difficulties. Higher postadoption parenting quality was protective.     

Peer Assessments and Psychological Status of School Children

In this study an investigation was carried out to assess the appropriateness of children's peer evaluations in the prediction of psychological vulnerability. A sample of 265 Year 6 primary school children were the subjects. The General Health Questionnaire, the Test of Early Socio‐Emotional Development and the Pupil Evaluation Inventory were the scales used. Analysis indicates that peer ratings of aggression and withdrawal are strongly correlated with measures of psychological vulnerability. However, the teachers’ ratings were more perceptive than the peer evaluations when assessing withdrawn behaviour. The results are discussed in terms of the usefulness of peer evaluations in assessing social and emotional adjustment in children.     

留守幼儿同伴交往问题调查

同伴交往能力是幼儿社会性发展的重要方面。因为缺少父母的关爱与指导,大部分留守幼儿在同伴交往方面存在缺乏安全感、偏狭、排斥、攻击等令人担忧的状况。当地部门、幼儿园教师和留守幼儿家长应采取有效措施,重视对留守幼儿的管理,构建和谐交往平台,及时指导幼儿的交往行为,引导幼儿建立良好的同伴关系。