Development of Social Relationships, Interactions and Behaviours in Early Education Settings

Autor/inn/en	Kington, Alison; Gates, Peter; Sammons, Pam
Titel	Development of Social Relationships, Interactions and Behaviours in Early Education Settings
Quelle	In: Journal of Early Childhood Research, 11 (2013) 3, S.292-311 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-718X
DOI	10.1177/1476718X13492936
Schlagwörter	Interpersonal Relationship; Social Development; Interaction; Student Behavior; Preschool Children; Foreign Countries; Disadvantaged Youth; Observation; Cognitive Development; Self Esteem; Communication Skills; Classroom Environment; Semi Structured Interviews; Parent Attitudes; Language Skills; Daily Living Skills; Mixed Methods Research; United Kingdom; Early Childhood Environment Rating Scale; Infant Toddler Environment Rating Scale + Suchen Sie Ihr Suchwort? Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Soziale Entwicklung; Interaktion; Student behaviour; Schülerverhalten; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Ausland; Benachteiligter Jugendlicher; Beobachtung; Kognitive Entwicklung; Self-esteem; Selbstaufmerksamkeit; Kommunikationsstil; Klassenklima; Unterrichtsklima; Elternverhalten; Language skill; Sprachkompetenz; Alltagsfertigkeit; Großbritannien
Abstract	Recent research and policy regarding the advantages of early years provision has focused largely on the enhancement and development of cognitive skills for preschoolers. This study, based in the United Kingdom, focuses on a range of cognitive and social skills and identifies beneficial characteristics of a government pilot scheme for 2-year-olds in areas of social disadvantage. Data were collected from nursery managers and parents across six early years settings using a combination of qualitative and quantitative methods centred around in-depth observational techniques focused on children. Results indicate that in addition to the development of cognitive skills, children showed increased confidence and modes of communication and interaction and that these were associated with the varied activities and routines established within the early years settings. Some variations in terms of frequency and quality of interactions, activities and practice were identified in settings; however, interpersonal support for learning and development was consistent across settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10