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1.
Tedra Walden Elizabeth Lemerise Maureen C . Smith 《Early education and development》1999,10(3):351-371
The development of friendships and peer acceptance and their relation to children's emotional regulation and social-emotional behavior with others among a group of 3-5-year-old children was examined. Peer relationships and social-emotional skills were assessed early in the preschool year and peer relationships were assessed again late in the year. Preschool friendships were prevalent, moderately consistent across situations, and moderately stable over the course of the school year; peer acceptance also was moderately stable. Popularity of preschool children was related to their social behavior with peers both early and late in the school year but acceptance by the group was unrelated to children's emotion regulation. Number of mutual friendship choices was related to children's emotional regulation but not to social behaviors with peers late in the year. Acceptance by the peer group was related to number of mutual friends but there were some well-liked children who had no friends and disliked children who had friends. These results show the importance of popularity and early friendships in preschool classrooms. That is, these peer relationships are lasting and related to social and emotional development. Therefore, efforts to foster both group relations and mutual dyadic relationships should be included in preschool programming. 相似文献
2.
Noemi Schoop‐Kasteler Christoph M. Müller 《Journal of Research in Special Educational Needs》2020,20(2):130-145
Students with intellectual disabilities (ID) often experience difficulties in their peer relationships at school. Although a broad knowledge base on peer relationships in inclusive classrooms exists, much less is known about peer relationships in special needs classrooms. We conducted a systematic review of the literature on peer relationships in special needs classrooms for students with ID. Studies that provided information on social status, social interactions, friendships, or the classroom networks of students with ID in special needs classrooms were included. Findings from 36 studies suggest that students with ID in special needs classrooms develop and maintain differentiated peer relationships. The characteristics of these peer relationships vary depending on student (e.g., cognitive skills) and classroom factors (e.g., type of special needs classroom). Results are discussed in terms of their relevance for supporting peer relationships between students with ID. Future directions for studying peer relationships in special needs classrooms are proposed. 相似文献
3.
International studies have raised concerns about the academic and social implications of inclusive policies on school engagement and successful learning and, in particular, on the ways in which friendships are formed between students with SEN and other students. This article stems from research findings which show that Irish children with special educational needs like school less than their peers without SEN in mainstream settings. Using data from a large scale longitudinal study of 8578 9-year-olds, this paper uses a child centred research approach to investigate why this is the case particularly when they are in receipt of supports. To do this, we focus on processes underlying their dislike of school such as their academic engagement and social/peer relations. We measure academic engagement by looking at their interest in the subjects mathematics and reading and the extent to which they complete their homework. We examine the social/peer relations of students with special educational needs by assessing the extent to which they report liking their teacher. Using the Strengths and Difficulties Questionnaire (SDQ) Scale and the Piers-Harris Self-Concept Scale we also examine the nature of peer relations among children with special educational needs in mainstream settings. Both academic engagement and social engagement play a central role in understanding the broader school engagement of children with special educational needs. By simultaneously examining the role of academic and social relations in shaping the engagement of children with SEN, the analysis provides a unique opportunity to fundamentally assess the barriers to true inclusion for children with special needs. 相似文献
4.
The purpose of this study was to further explore the linkage between children's early school attitudes and interpersonal features of the classroom, including children's relationships with classmates and their perceptions of these relationships. Participants included 102 kindergarten children (M age = 5.8 years) who were interviewed at the beginning and end of kindergarten to obtain measures of their school attitudes (i.e., school liking), classroom peer relationships (i.e., peer acceptance, mutual friendships), and peer relationship perceptions (i.e., perceived loneliness, peer support). Results showed that initial school liking was associated with all four measures of children's peer relationships; however, only the number of mutual friendships that children possessed in their classrooms predicted changes in school attitudes (gains) over time. Early school attitudes were linked to changes in children's peer perceptions; children who disliked school early in kindergarten were more likely to view classmates as unsupportive as the school year progressed. Results are discussed in terms of the potential impact that classroom peer relations may have on early school attitudes, and vice versa. Implications for educational policy are also considered. 相似文献
5.
Research Findings: The aim of this longitudinal study was to explore peer relationships across the transition from preschool to school. Participants were 35 (17 male) children attending the Irish preschool initiative Early Start (M age = 49.31 months). Sociometric measures were employed on two occasions: at the end of preschool and in the first year of school. Results indicated that most preschoolers (83%) had at least one mutual friend, and by school age all children had at least one mutual friend. Almost one third (29%) of preschools and school-age children had a mutual best friend. Notably, all children made new friends in school. In addition, a number of friendships (18%) survived the preschool to school transition. Correlational analysis also suggested some stability in peer relationships from preschool into the first year of school. Exploratory multiple regression analyses showed that preschool peer variables predicted friendship status and social preference in school. Furthermore, best friendship in preschool uniquely predicted friendship in school, and best friend status in school was uniquely associated with social preference in school. Practice: Results have implications for parents' and early educators' promotion of children's friendships during the transition from preschool to school. 相似文献
6.
Karen E. Broomhead 《Education 3-13》2013,41(8):877-888
ABSTRACTThis article details a study which investigated the social acceptance and friendships of children with SEND, and their typically developing peers, at a mainstream primary school in the North West of England. Participants were 29 children aged five and six years old, separated into three groups; typically developing children, children who were being monitored for SEND, and children with formally identified SENDs. With the use of a peer nomination sociometric technique, findings revealed that children with SEND had less promising peer relations and friendships compared to children tracked for SEND and their typically developing peers, consequently questioning the mainstream ‘ideal’. 相似文献
7.
This paper reports an exploratory study of 37 children (aged 4–5 years) throughout their first term of formal schooling. Children in two different schools were included in the study. Four pairs of friends and four isolated children were targeted for in‐depth observation every week throughout the term. The behaviour and speech of these 12 children were coded systematically in various activities and settings to assess their level of social involvement and their adjustment to school. Sociometric interviews were carried out with all 37 children. These were used to examine the pattern of social relationships in the two classes and to investigate Children's understanding of concepts such as ‘friendship’. The target children also took part in a communication game with other children from their classes, matched in age and verbal ability, but who were not friends. It was predicted that children who started school in the company of a friend or friends would have better developed social and communicative skills than children who began school without the support of existing friendships. As predicted, children who had well established friendships on entry to school gave more sophisticated reasons as to why children liked and disliked each other. These children were also more effective communicators than the isolated children. The results suggest that friendship not only plays an important part in developing young Children's social competencies, but also that it influences children'sperformance on a range of classroom‐based learning activities, particularly those which involve mutual collaboration and co‐operation. 相似文献
8.
This paper reports on a pilot study of the social interactions between two children labelled with special educational needs and their peers in an early years setting. Data from play observations and staff interviews are used to examine the dynamics of friendship groups that the two children have developed and the way that they attempt to make new connections with other children. Comparisons between the two children’s interactions with their recurrent playmates and less familiar peers are drawn and the significance of their agency in making decisions about developing relationships is highlighted. A theme that also emerges is that staff facilitating rather than directing interactions between the two children and their peers has the most positive impact. Areas for further investigation are suggested including the range of relationships that children identified with special educational needs establish with their peers and the nature of adult support that most effectively supports friendships between all children. 相似文献
9.
Behavioral, Affective, and Social Correlates of Involvement in Cross-Sex Friendship in Elementary School 总被引：4，自引：0，他引：4
The purpose of this study was to compare children with and without cross-sex friends on measures of social and cognitive competence, endorsement of sex-role stereotypes, and family composition. Subjects were 723 third and fourth graders (377 girls, 346 boys) from diverse socioeconomic backgrounds; 35% were African American. Measures included sociometric assessments of peer acceptance, friendship, and behavioral reputation, as well as self-reports of perceived self-competence and endorsement of sex-role stereotypes. In addition, teachers completed ratings of children's social and cognitive competence. In all, 92 children, about 14% of the sample, had one or more reciprocal opposite-sex friends; for 21 of these children, their cross-sex friendships were their primary or only friendships. African American children were more likely than European American children to have opposite-sex friends. Involvement in cross-sex friendships was unrelated to the gender make-up of the classroom, but was related to family structure. Comparisons of the children who had primarily or only cross-sex friends to matched groups of children who had only same-sex friends and to children who had cross-sex friends secondarily to same-sex ones revealed a number of differences between the groups in social competence and relationships with peers. Overall, children with primarily opposite-sex friends had poorer social skills than other children with friends, although they were less stereotyped about sex roles than other children, and were better adjusted than children with no friends on most measures. In contrast, children involved in opposite-sex friendship secondarily to same-sex friendship were as well adjusted socially as children with only same-sex friendships. These results suggest that children with cross-sex friends differ among themselves, depending on the primacy of the cross-sex relationship. 相似文献
10.
Kate Bone Jane Bone Sue Grieshaber Gloria Quinones 《Asia-Pacific Journal of Teacher Education》2019,47(4):347-360
This study explored how students (pre-service teachers) benefit from the support of having a peer with them during their first professional experience in preschool contexts, utilising a PAL (Peer Assisted Learning) approach. International students at a large Australian University were interviewed as part of this qualitative study. We found that peer engagement facilitated the development of friendships and social support among participants. Discussion is situated within a sociological framework of organisational friendship. This study extends conceptions of organisational friendships beyond managerial imperatives and peer relationships are highlighted as supportive, not competitive, engagements. The PAL approach highlights the benefit of collaborative professional learning. 相似文献
11.
Two samples of sixth-grade students were followed over time to examine relations of number of reciprocated friendships, peer acceptance, and group membership to academic achievement. In both samples, group membership was the most consistent predictor of grades over time. In study 2, prosocial behavior, antisocial behavior, and emotional distress were examined as processes that might explain these significant links between peer relationships and academic achievement. Results of longitudinal analyses support a conclusion that aspects of peer relationships are related to classroom achievement indirectly, by way of significant relations with prosocial behavior. Future research might benefit from more in-depth analyses of the functions of adolescent peer relationships and the processes by which they influence orientations toward social and academic competence at school. 相似文献
12.
This study investigates the dynamic interplay between bullying relationships and friendships in a sample of 481 students in 19 elementary school classrooms (age 8–12 years; 50% boys). Based on a relational framework, it is to be expected that friendships would be formed when two children bullied the same person and that children would start to bully the victims of their friends. Similarly, it is to be expected that friendships would be formed when two children were victimized by the same bully and that children would become victimized by the bullies of their friends. Longitudinal bivariate social network analysis supported the first two hypotheses but not the latter two. This study provides evidence for group processes in bullying networks in childhood. 相似文献
13.
Mollie Campbell-Smith 《Child abuse & neglect》1983,7(3):329-337
The community is faced with an increasing number of children suffering from social and emotional difficulties. As all children attend school, this is a highly suitable place to examine possible means of identifying and helping children suffering from social and emotional difficulties. For the last 20 years most schools have lagged in their adjustment to the full range of needs of students. They act as a censurer by: domination of academic requirements causing many to fail; failure to meet the expressed needs of children; inadequate teacher training; too little help given to children and often too late; uncoordinated assistance within the school or with community agencies; and by not reducing peer abuse. The school can play a significant role in child development, but for the child with adjustment difficulties coherent assistance is rarely offered. The school can liberate by: recognition of the needs of non-academic children; recognition of the affective needs of all; providing affective training for selected teachers; giving appropriate curriculum time for a programme in personal growth and social relationships; by developing a multidisciplinary community agency which interacts with the school. A model is proposed outlining how effective intervention will break and prevent the cycle of abusive behaviour. This programme proceeds sequentially through each grade. Basically it is one of effective student group interaction in the presence of a specially selected and trained group leader. Such a programme contributes to change in school philosophy, and increases the possibility of the child becoming a more adequate adult/parent. Negative emotional effects of bureaucracy and the Australian school institution on children are discussed. This paper looks critically at schools, outlines some ways in which such abuse is manifested and discusses how the schools can become factors in healing as well as preventing abuse. 相似文献
14.
Monique All s-Jardel Barry H. Schneider Virginie Boutry 《Early education and development》2002,13(2):221-240
Immigrants from the Comoros Islands constitute a closely-knit community in Marseille, where they interact in the Quartiers Nord with the North African community, which is larger in number, which arrived generally a generation earlier, and whose children continue to underachieve at school. It is commonly expected that the Comorians will adjust better to school because of their tight communal organization and because of their specific needs for educational achievement. These needs are thought to relate to the money needed to return to the Comoros and to finance their children's marriage ceremonies there. In our study, pupils of Comorian origin in the senior primary school years displayed more positive attitudes toward the academic aspects of schooling than did pupils of North African origin. For both Algerians and Comorians, positive aspects of friendship quality were associated with better attitudes toward school. In-group friendships were more common than friendships with members of other ethnic groups. In-group friendships were of higher quality than friendships between members of different groups. Comorian children whose best friends were from outside their ethnic group were those with more negative attitudes toward school; the reverse applied to Algerians. 相似文献
15.
《Early education and development》2013,24(2):221-240
Immigrants from the Comoros Islands constitute a closely-knit community in Marseille, where they interact in the Quartiers Nord with the North African community, which is larger in number, which arrived generally a generation earlier, and whose children continue to underachieve at school. It is commonly expected that the Comorians will adjust better to school because of their tight communal organization and because of their specific needs for educational achievement. These needs are thought to relate to the money needed to return to the Comoros and to finance their children's marriage ceremonies there. In our study, pupils of Comorian origin in the senior primary school years displayed more positive attitudes toward the academic aspects of schooling than did pupils of North African origin. For both Algerians and Comorians, positive aspects of friendship quality were associated with better attitudes toward school. In-group friendships were more common than friendships with members of other ethnic groups. In-group friendships were of higher quality than friendships between members of different groups. Comorian children whose best friends were from outside their ethnic group were those with more negative attitudes toward school; the reverse applied to Algerians. 相似文献
16.
TIM MAXWELL 《Pastoral Care in Education》2006,24(1):20-26
This article describes a research project, which collected the views of 13 junior aged children on the special educational needs register of one school about their education. The techniques used for eliciting their views were a series of personal construct psychology (PCP) conversations based on drawings produced by the children of themselves in school. A case study approach was taken within the naturalistic paradigm of 'constructivist inquiry'. The findings indicated that social activities were of greater importance for the pupils than formal learning experiences. Peer relationships were paramount and these defined the positive or negative experiences the pupils had of school in general. The pupils were able to describe a range of problem solving strategies for resolving peer group difficulties. The implications of the study are also discussed. 相似文献
17.
Maureen Smith 《Early education and development》2001,12(1):49-72
This study explored the relation between measures of emotional competence, behavioral regulation, and general social competence and African-American preschoolers' peer acceptance and popularity. These children came from both lower and middle income families. Data were collected in a short-term longitudinal study following children over the course of a school year. Gender, emotion knowledge, emotion regulation, and themes of violence in response to hypothetical situations of interpersonal conflict were strongly related to peer acceptance. The results are consistent with findings from middle-class Caucasian samples. The results also highlight the importance of potential influences of context and setting on children's peer status as well as the need for greater understanding of within- group variability with regard to these constructs. Given the growing evidence that peer relationships are related in important ways to children's school adjustment, understanding the development of positive peer relationships may help shed light on ways to help children achieve at more optimal levels in the school context. 相似文献
18.
OBJECTIVE: There were two main aims: first, to illuminate the difference between abused children's general popularity with classmates and success in close friendships; second, to examine the specific interactional qualities of abused children's friendships and their links to loneliness. METHOD: Thirty-five severely abused children and 43 matched, nonabused children were compared on peer-rated sociometric status, self-reported loneliness, and observed and self-reported friendship quality. RESULTS: Abused children were not rated significantly lower sociometrically, nor did they differ significantly from control children on several measures of friendship quality, such as resolving conflicts and helping each other. However, abused children were observed to be more negative and less proactive in their interactions. They also reported their friendships as being more conflictual, and as higher on betrayal and lower on caring. Only observational friendship variables predicted loneliness. CONCLUSIONS: The results challenge the assumption that abused children's peer relationships are uniformly more maladaptive than nonabused children's, and point to the possible benefits of structured interventions for "normalizing" their friendship interactions. The pattern of difficulties exhibited by abused children (e.g., conflict) provides foci for more specific interventions. Multi-method assessments are necessary and the multi-dimensional nature of children's social adjustment is important to understand. 相似文献
19.
Peer interaction, social status, and reciprocated friendships were examined in 2 ethnically diverse groups of children: 104 kindergartners and 106 third graders. There was no correlation between social status and ethnicity. Third-grade children formed more cross-ethnic friendships and engaged in more cross-ethnic positive peer interaction than kindergartners. Children with more cross-ethnic friendships and more cross-ethnic peer interaction were no different in social status than children with fewer cross-ethnic experiences. 相似文献
20.
Aglaia Stampoltzis Georgia Defingou Katerina Antonopoulou Sofia Kouvava Stavroula Polychronopoulou 《欧洲特需教育杂志》2013,28(4):474-490
This study investigates the psycho-social characteristics of typically developing children who have siblings with autism and their sibling relationship. Children’s adjustment at school, their self-esteem and social relations, as well as their friends’ attitudes towards their autistic siblings were examined. Participants were 22 siblings of children with autism, aged 8–18?years, 22 mothers and 22 fathers. Parents provided demographic information, and completed the Strengths and Difficulties Questionnaire and the Sibling Inventory of Behaviour. Data from siblings of children with autism were based on a semi-structured interview, the Self-Perception Profile for Children and Adolescents and the Siblings Problems Questionnaire. Only few typically developing siblings of children with autism exhibit emotional and behavioural difficulties. The majority of them have a good relationship with their autistic brother or sister, although they mentioned changes in their daily routines. They also seem not to be satisfied in terms of peer acceptance skills and friendships. In addition, the results of the present study provide evidence for positive parental views on their typically developing children’s emotional and behavioural adjustment. These findings are important and need to be taken into account in order to assess functioning of all family members in families with autism spectrum children. 相似文献