Social Understanding in the First Years of School

Autor/in	Porath, Marion
Titel	Social Understanding in the First Years of School
Quelle	In: Early Childhood Research Quarterly, 18 (2003) 4, S.468-484 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2006
DOI	10.1016/j.ecresq.2003.09.006
Schlagwörter	Interpersonal Competence; Socialization; Young Children; Peer Relationship; Teacher Student Relationship; Early Childhood Education; Group Dynamics; Teacher Role; Intention; Classroom Environment; Comprehension; Predictor Variables + Suchen Sie Ihr Suchwort? Interpersonale Kompetenz; Socialisation; Sozialisation; Frühe Kindheit; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Gruppendynamik; Lehrerrolle; Klassenklima; Unterrichtsklima; Verstehen; Verständnis; Prädiktor
Abstract	This study focused on the nature of interpersonal understanding in 4- and 5-year-olds. Early childhood constitutes a critical transition period during which children become able to understand their own and others' "inner world" as it relates to actions. A neo-Piagetian theoretical and analytic framework was used to study children's understandings of interpersonal dynamics in the classroom context and their conceptions of roles and intentions of peers and teachers. Forty-two children responded to eight tasks that were designed to elicit their conceptions of peer and teacher intentions. These tasks were in the form of picture stories focused on nurturance, care, protection, and teaching events, followed by a semi-structured interview. Children also engaged in the "classroom model activity"; this activity focused on children's understandings of their own and others' social relationships and activities in the classroom. Hierarchical regression analyses showed level of understanding of others' intentions to be a significant predictor of ability to analyze classroom experiences, and increased prediction with the addition of an interaction term for intentional understanding and use of verbs of intention. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10