Developmental Implications of Preschool Children's Affective Experiences during Organized Activities

Autor/inn/en	Ren, Lixin; Wang, Suqing; Mang, Lingyun
Titel	Developmental Implications of Preschool Children's Affective Experiences during Organized Activities
Quelle	In: Early Child Development and Care, 193 (2023) 5, S.631-646 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ren, Lixin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2022.2130911
Schlagwörter	Foreign Countries; Preschool Children; Preschool Education; Student Experience; Psychological Patterns; Activities; Emotional Experience; Learner Engagement; Social Development; Emotional Development; Cognitive Development; Student Interests; Student Attitudes; Child Development; China + Suchen Sie Ihr Suchwort? Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Studienerfahrung; Soziale Entwicklung; Gefühlsbildung; Kognitive Entwicklung; Studieninteresse; Schülerverhalten; Kindesentwicklung
Abstract	This study examined Chinese preschoolers' affective experiences during organized activities. One-on-one child interviews were conducted in which children were asked to rate their general affect during each organized activity in which they participated, and then provide reasons for their responses. Child-reported emotional engagement was related to children's social-emotional development, approaches to learning, as well as cognitive development. The reasons children mentioned for both their positive and negative affect were coded into six major categories: "interest-utility value, activity format, activity difficulty level, interpersonal relationships, external reinforcement," and "activity arrangement." Notably, interest-utility value was most frequently used by children to explain their positive affect, while difficulty level was most frequently cited to explain their negative affect. The findings underline the need to better understand young children's organized activity experiences from their own perspectives, as well as the importance of children's affective experiences during organized activities for their development in multiple domains. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01