Adult/Peer Interactions and Role Taking Ability Among Preschool Children.

Autor/inn/en	Castle, Kathryn S.; Richards, Herbert C.
Titel	Adult/Peer Interactions and Role Taking Ability Among Preschool Children.
Quelle	(1978), (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adults; Cognitive Development; Egocentrism; Interaction Process Analysis; Interpersonal Relationship; Peer Relationship; Perspective Taking; Preschool Children; Research; Role Perception; Task Performance + Suchen Sie Ihr Suchwort? Kognitive Entwicklung; Egozentrismus; Prozessanalyse; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Peer-Beziehungen; Zukunftsperspektive; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Forschung; Role conception; Rollenverständnis
Abstract	Forty-three preschoolers (14 three-, 16 four-, and 13 five-year-olds), who were attending four multi-age, child-centered classes in a University laboratory school, were assessed for perceptual, cognitive, and affective role-taking ability. These same children were then observed naturalistically (via systematic time sampling) in laboratory classrooms for 11 consecutive weeks. Among the data collected were frequency counts of peer and adult interactions entered into by each child while under observation. Following the final week of observation, the children were again assessed on the role-taking measures. In accordance with the predictions of the study: (a) children with high interaction rates scored higher on role taking than those with lower rates; (b) older children scored higher on role taking than younger children; (c) there were marked gains in role-taking performance across the span of the study. No significant differences were found between children who interacted more with adults and those who interacted more with peers. (Author/CM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC