Literaturnachweis - Detailanzeige
| Autor/inn/en | Coplan, Robert J.; Prakash, Kavita |
|---|---|
| Titel | Spending Time with Teacher: Characteristics of Preschoolers Who Frequently Elicit versus Initiate Interactions with Teachers. |
| Quelle | In: Early Childhood Research Quarterly, 18 (2003) 1, S.143-58Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0885-2006 |
| Schlagwörter | Aggression; Anxiety; Behavior Patterns; Comparative Analysis; Emotional Development; Individual Characteristics; Peer Relationship; Play; Preschool Children; Psychological Patterns; Shyness; Social Development; Teacher Student Relationship Angst; Gefühlsbildung; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Peer-Beziehungen; Spiel; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Schüchternheit; Soziale Entwicklung; Teacher student relationships; Lehrer-Schüler-Beziehung |
| Abstract | Explored interface between preschoolers' socio-emotional characteristics and interactions with teachers during free play. Found that children who most frequently initiated teacher interaction behaved more aggressively than peers and were so rated by teachers. Children who most frequently received teacher initiations were more shy and anxious. Children who spent less time with teachers were more sociable, less solitary, and showed fewer behavior problems than peers who experienced more teacher interaction. (Author/KB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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