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《Early education and development》2013,24(4):389-405
Behavioral observations and sociometric ratings were assessed in separate 3- and 4-year-old child care classes across a two year period. A cross sequential design included three cohorts. Cohort A was observed at age 4, Cohort B at ages 3 and 4 and Cohort C was observed at age 3 yielding two separate cross sectional comparisons and a longitudinal comparison across ages 3 and 4. Social network analyses were used to determine the relation between behavioral measures of social interactions and sociometric ratings, developmental changes in the degree of organization of the social networks in each class, and the degree to which gender was an organizing principle in the social structure of both age groups. In general, correspondence between the behavioral observations and sociometric ratings increased with age and the social structure showed greater cohesion in the 4-year-old class. Gender was an organizing principle in the social structure of the 4-year-old class and became more apparent across time in the 3-year-old class. Implications of the findings for the assessment of sociometric status and for intervention are discussed. 相似文献
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The relation of mothers' personal and maternal networks to the quality of their play interactions was examined. Personal networks consisted of all persons the mother deemed important in her life at the present time; her maternal network consisted of those who were important in her role as a mother. 44 mothers were $$ extensively about their social networks and kept a logdiary for 1 week of their contacts with networks members. They were also observed during a play session with their 4-year-old child. Intercorrelations among network variables supported the conceptualization of social networks as multifaceted with major distinctions between personal and maternal networks and between structure and satisfaction. Mothers who were more satisfied with their personal networks and mothers with larger maternal networks demonstrated more optimal maternal behavior: they praised their children more and they were less intrusively controlling. Mothers with less cohesive networks also demonstrated this pattern. 相似文献
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Jing Chen Laura M. Justice Anna Rhoad-Drogalis Tzu-Jung Lin Brook Sawyer 《Child development》2020,91(2):471-487
This study takes an ecological approach to examine how children with developmental language disorder (DLD) interact with their classmates within early childhood special education (ECSE) inclusive classrooms. Participants were 124 children with DLD, 56 children with other disabilities, and 247 typically developing children (Mage = 52.42 months, SD = 6.27) from 56 ECSE inclusive classrooms. Results of social network analysis showed that children with DLD had significantly smaller peer social networks and were more likely to be isolated. Children tended to interact with peers with the same DLD status. These effects of children's DLD status were above and beyond the effects of children's social pragmatics skills. 相似文献
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本研究选取保定市186名4-7岁学前流动儿童为研究对象,采用《4-7岁儿童社会性发展量表》对其社会性发展水平进行调查,结果表明:与常模相比,学前流动儿童社会性发展总分符合常模正态分布;学前流动儿童社会性发展总分存在显著的性别差异,男孩总分高于女孩;学前流动儿童社会性发展总分随年龄增长、家庭定居市区时间的增长及母亲文化水平的提高而呈增长趋势。学前流动儿童家庭、社区、幼儿园应通力合作,采取相关干预措施,促进其社会性发展。 相似文献
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《陕西教育学院学报》2018,(1):47-50
儿童的社会化发展即获得在社会中生产所必需的知识技能、行为规范和价值观念。游戏是儿童的天性和主要活动方式。玩沙游戏有助于儿童"去自我中心",提高儿童的社会交往能力,提高儿童的问题解决能力。笔者设计了支持儿童社会性发展的玩沙游戏设计模型,通过情景创设、主题引入、混龄组织、家园合作的形式支持儿童的社会性发展的实施,培养儿童优秀的社会性品质。 相似文献
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An increasing number of transgender children—those who express a gender identity that is “opposite” their natal sex—are socially transitioning, or presenting as their gender identity in everyday life. This study asks whether these children differ from gender‐typical peers on basic gender development tasks. Three‐ to 5‐year‐old socially transitioned transgender children (n = 36) did not differ from controls matched on age and expressed gender (n = 36), or siblings of transgender and gender nonconforming children (n = 24) on gender preference, behavior, and belief measures. However, transgender children were less likely than both control groups to believe that their gender at birth matches their current gender, whereas both transgender children and siblings were less likely than controls to believe that other people's gender is stable. 相似文献
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本研究采用《幼儿偏差行为问卷》测量了258名幼儿的偏差行为,并分析了幼儿偏差行为的发展特点.结果发现:(1)幼儿偏差行为可分为四类:不遵守规则、多动、冲动和注意力分散.(2)幼儿偏差行为存在性别差异,男孩比女孩更容易表现出偏差行为,并且男孩在不遵守规则、多动、冲动上的得分显著高于女孩.(3)幼儿偏差行为不存在显著的年龄差异.研究者据此提出相应的教育建议,例如教师在引导幼儿改正偏差行为时要意识到幼儿偏差行为存在性别差异,在组织教学活动时宜充分考虑男孩偏差行为的特点,利用男孩的兴趣特点改善他们的偏差行为. 相似文献
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Anny Castilla-Earls Douglas Petersen Trina Spencer Krista Hammer 《Early education and development》2013,24(8):1166-1186
Research Findings: The purpose of this study was to describe differences in the narratives produced by 3-, 4-, and 5- year old Spanish-speaking (SS) children. Narrative productions of 104 typically developing children were collected using a story-retelling task and coded using the Index of Narrative Complexity. The results of this study indicate that 3-year-old SS children produced stories containing characters and actions. Four-year-old SS children’s stories were characterized by the use of characters, actions, and internal responses. Five-year-old SS children retold stories containing characters, settings, initiating events, actions, internal responses, formulaic markers, temporal markers, and knowledge of dialogue. Practice: Developmental information to assist educators working with SS children. 相似文献
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《潍坊教育学院学报》2018,(2):31-35
亲社会行为是学前儿童社会性发展的重要内容,对学前儿童的健康成长与发展起着重要作用。而人类发展生态学理论中蕴含着丰富的教育思想,对学前儿童发展具有复杂的生态学意义,在结合学前儿童亲社会行为培养的基础上简要对该理论的微观、中间、外层、宏观、长期几个子系统进行阐述,并以此为理论依据,提出利于学前儿童亲社会行为培养的相关建议。 相似文献
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《Early education and development》2013,24(2):117-129
The quality of children's social adaptation in preschool was related to levels of internalizing problem behavior following transition to kindergarten. Measures of peer acceptance, social skills, and social problem-solving ability were assessed in 79 4–5 year old children, and related to teacher's ratings of anxious/withdrawn behavior assessed concurrently and one year later. Boys and girls did not differ in mean levels of symptoms, but girls tended to show higher levels of stability in internalizing problem behavior than boys. As predicted, preschool-age children with relatively high rates of internalizing problem behavior tended to manifest lower levels of social competence than others. Moreover, low levels of social competence in preschool were robust predictors of persistently high levels of internalizing problems across the two time periods. 相似文献
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The quality of children's social adaptation in preschool was related to levels of internalizing problem behavior following transition to kindergarten. Measures of peer acceptance, social skills, and social problem-solving ability were assessed in 79 4-5 year old children, and related to teacher's ratings of anxious/withdrawn behavior assessed concurrently and one year later. Boys and girls did not differ in mean levels of symptoms, but girls tended to show higher levels of stability in internalizing problem behavior than boys. As predicted, preschool-age children with relatively high rates of internalizing problem behavior tended to manifest lower levels of social competence than others. Moreover, low levels of social competence in preschool were robust predictors of persistently high levels of internalizing problems across the two time periods. 相似文献
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宋秀花 《福建师大福清分校学报》2001,(4):82-84
孩子从家庭进入托幼集体生活,首先必须与教师与同样产生积极的互动,即社会性素质的发展。而对托班孩子来说,社会性素质发展的教育,关键是教师如何把教育的目的的要求转化为孩子自身内在的需要,即教育的语言艺术。 相似文献
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Emily C. Hanno Kathryn E. Gonzalez 《Journal of research on educational effectiveness》2020,13(1):3-28
AbstractStudent absenteeism is a widespread and critical issue in early childhood education. Current efforts to reduce student absenteeism in both preschool and K–12 settings have largely been family- and parent-focused interventions. Yet, interventions targeting teachers and schools may similarly be effective tools to improve student attendance. We utilize data from a large-scale, experimental evaluation of an early childhood professional development intervention to examine whether it impacted children’s absenteeism and chronic absenteeism. Although the professional development targeted the quality of teacher-child interactions and did not target children’s absenteeism, we find that the professional development reduced student absence rates by 1.0 percentage points (equivalent to approximately an additional 1.9?days of preschool). The professional development also reduced chronic absenteeism by 6.0 percentage points. Impacts were concentrated among lower-income children. Implications for policies targeting student absenteeism in preschool settings are discussed. 相似文献
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Julie C. Dunsmore Ryoichi J. P. Noguchi Pamela W. Garner Elizabeth C. Casey Naureen Bhullar 《Early education and development》2008,19(2):211-237
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. 相似文献
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Julie C. Dunsmore Ryoichi J. P. Noguchi Pamela W. Garner Elizabeth C. Casey Naureen Bhullar 《Early education and development》2013,24(2):211-237
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. 相似文献
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社会情绪调节能力欠缺的幼儿会表现出许多问题行为,迫切需要得到有针对性的早期干预。在美国,基于金字塔式干预理论的社会情绪课程收到了良好效果。社会情绪课程教学策略的有效应用是早期干预的核心。这一策略强调教师要指导幼儿提高交友能力,提高情绪素养,控制愤怒和中动,解决社交问题。 相似文献
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使用教师评定法对279名3-5岁儿童进行研究,探讨幼儿同伴侵害现象及其与社会能力、适应问题的关系。结果发现:幼儿中存在身体侵害和关系侵害现象,部分儿童同时受身体和关系两种形式的侵害,身体侵害的稳定性随年龄增长而变化;与不受侵害的儿童相比,受侵害儿童的外化问题明显偏多;问题行为在儿童社会能力和半年后身体侵害之间起到完全中介作用,而在儿童社会能力和半年后关系侵害之间起到部分中介作用。 相似文献