A naturalistic study of the relation between preschool setting events and peer interaction in four activity contexts |
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| Affiliation: | 1. Utah State University, USA;2. Developmental Day Schools, Inc. USA;1. Memory Clinic, Department of Neurology, Charles University in Prague, Second Faculty of Medicine and Motol University Hospital, Prague, The Czech Republic;2. International Clinical Research Center, St. Anne''s University Hospital Brno, Brno, The Czech Republic;3. School of Aging Studies, University of South Florida, Tampa, FL, USA;4. Department of Clinical Biochemistry, Hematology and Immunology, Homolka Hospital, Prague, The Czech Republic;5. School of Psychology, Georgia Institute of Technology, Atlanta, GA, USA;1. Utah State University, United States;2. Southern Illinois University, United States;1. Child and Adolescent Psychiatry Department, Mersin University School of Medicine, Turkey;2. Department of Pediatrics, Division of Pediatric Neurology, Acıbadem University School of Medicine, Turkey;3. Pediatric Neurology Department, Istanbul Erdem Hospital, Turkey |
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| Abstract: | The effect of preschool environmental factors, or “setting events,” on peer interaction has received little attention from investigators studying factors related to social competence. In this study, peer interactions and aspects of three setting events (teacher behavior, material use, and peer presence) were observed in four preschool activity contexts. Data on the frequency of occurrence of interaction and occurrence of specific setting event measures within activity contexts were obtained, and empirical probabilities were determined. Results indicate that the behavior of the preschool teacher is a potent setting event with regard to peer interaction. Teacher interaction with a child, in any activity context, retarded peer interaction by that child. The setting events of material use and peer presence had little effect on peer interaction. Results are discussed in terms of how teachers can alter their behavior to promote peer interaction. |
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