Are Anxious-Withdrawn Preschoolers Inhibited to Novel Social Situations?

Autor/inn/en	Paquette, Daniel; St-Onge, Johanne
Titel	Are Anxious-Withdrawn Preschoolers Inhibited to Novel Social Situations?
Quelle	(1993), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Antisocial Behavior; Anxiety; Behavior Patterns; Child Behavior; Classroom Environment; Inhibition; Interpersonal Competence; Parent Child Relationship; Preschool Children; Preschool Education + Suchen Sie Ihr Suchwort? Angst; Klassenklima; Unterrichtsklima; Hemmung; Interpersonale Kompetenz; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	This study examined methods of identifying children who display patterns of inhibited behavior in novel social situations or who appear anxious-withdrawn in their habitual preschool environment. Subjects were 118 children of French-Canadian background recruited from 60 preschool classrooms around Montreal, Canada. Children ranged in age from 31 to 70 months with a mean age of 46.1 months. Based on teacher ratings, children were divided into four groups (socially competent, average, angry-aggressive, or anxious-withdrawn) and were videotaped in interaction with their mothers and an unfamiliar mother-child dyad during an informal social encounter. Children classified as inhibited or sociable were compared on a series of measures derived from factor analysis of discrete behavioral variables. Analysis showed no relation between inhibition in novel social situations and anxious-withdrawn behavior in the child's preschool environment. Results also showed that maternal behavior was coherently related to the child's social withdrawal. Mothers of sociable children were significantly more likely to encourage their child by approval, to be more expressive with their child, and to command their child more often than mothers of inhibited children. (MM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01