Bringing Boys and Girls Together: Supporting Preschoolers' Positive Peer Relationships

Autor/inn/en	Manaster, Hillary; Jobe, Maureen
Titel	Bringing Boys and Girls Together: Supporting Preschoolers' Positive Peer Relationships
Quelle	In: Young Children, 67 (2012) 5, S.12-17 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-6619
Schlagwörter	Females; Interpersonal Competence; Classroom Environment; Self Esteem; Early Childhood Education; Preschool Children; Friendship; Peer Relationship; Social Development; Planning; Gender Differences + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Interpersonale Kompetenz; Klassenklima; Unterrichtsklima; Self-esteem; Selbstaufmerksamkeit; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Freundschaft; Peer-Beziehungen; Soziale Entwicklung; Ablaufplanung; Planungsprozess; Geschlechterkonflikt
Abstract	Children thrive in inclusive settings where each child is an important part of the community. When differences are celebrated and similarities discovered, children learn to value themselves, appreciate their peers, and develop meaningful and significant relationships with one another. A sizable body of research indicates that promoting positive contact and cooperation between people of different groups (e.g., different ethnicity, race, developmental ability, or gender) can improve intergroup attitudes and relationships. Often the preschool years mark a child's introduction to the world of peers and peer relationships. In early childhood programs, friendships foster a sense of connection and security and build self-esteem and self-confidence, helping young children adapt more readily to the preschool setting. Friendships provide important opportunities for children to learn and develop. Teachers are in a unique position to cultivate children's cross-gender interactions and friendships. By intentionally planning and supporting certain experiences, educators can encourage children to build a social world characterized by meaningful relationships with peers of both sexes. Although the long-term consequences of sex segregation and integration remain areas for research, it is clear children benefit from different-gender peer interactions. Such experiences give children opportunities to learn from and about others, to develop attitudes of respect and acceptance, and to broaden their social competence. With intentional planning, attention to classroom environment, activities, and routine practices, and with support for children in their interactions and relationships, teachers can create and foster opportunities for peer experiences between boys and girls. This helps build relationships that are meaningful, positive, and successful for all children. (ERIC).
Anmerkungen	National Association for the Education of Young Children. 1313 L Street NW Suite 500, Washington, DC 22205-4101. Tel: 800-424-2460; Tel: 202-232-8777; Fax: 202-328-2649; e-mail: editorial@naeyc.org; Web site: http://www.naeyc.org/yc/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10