Peer Exclusion in Preschool Children's Play: Naturalistic Observations in a Playground Setting

Autor/inn/en	Fanger, Suzanne Marie; Frankel, Leslie Ann; Hazen, Nancy
Titel	Peer Exclusion in Preschool Children's Play: Naturalistic Observations in a Playground Setting
Quelle	In: Merrill-Palmer Quarterly: Journal of Developmental Psychology, 58 (2012) 2, S.224-254, Artikel 5 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-930X
Schlagwörter	Preschool Children; Peer Relationship; Play; Naturalistic Observation; Playgrounds; Playground Activities; Social Status; Sex; Audio Equipment; Aggression; Barriers; Group Membership; Social Isolation; Females + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Peer-Beziehungen; Spiel; Naturbeobachtung; Playground; Spielplatz; Sozialer Status; Geschlecht; Geschlechtsverkehr; Audio-CD; Gruppenzugehörigkeit; Soziale Isolation; Weibliches Geschlecht
Abstract	To better understand peer exclusion in young children, 42 four- to six-year-olds were observed in an outdoor setting, and their verbalizations were recorded using wireless microphones. The frequency of peer exclusion and social aggression, the various techniques children used to exclude their peers (unmitigated, mitigated, ignoring, and planning exclusion) and the relation of gender and social status (acceptance, rejection, and dominance scores) to children's use of exclusion were examined. Peer exclusion occurred frequently, whereas nonexclusionary forms of social aggression were rare. More dominant boys, less rejected boys, and more rejected girls excluded peers more frequently than did other children. Children who were more socially accepted tended to more frequently ignore their peers to exclude them. All girls and boys who were more socially accepted used higher rates of mitigated, subtle forms of exclusion. In addition, boys who were more dominant used higher rates of unmitigated, direct peer exclusion. (Contains 1 figure and 3 tables.) (As Provided).
Anmerkungen	Wayne State University Press. The Leonard N. Simons Building, 4809 Woodward Avenue, Detroit, MI 48201-1309. Tel: 800-978-7323; Fax: 313-577-6131; Web site: http://wsupress.wayne.edu/journals/merrill/merrillj.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10