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School psychologists and teachers are frequently asked to assess the level of social competence of preschool children as one indicator of their academic readiness. However, many assessment instruments available to psychologists working in early childhood settings fail to consider important contexts where children acquire social competencies. This study presents a comprehensive picture of multiple constructs that play a role in understanding African American preschool children's social competence. Domains of temperament, language, self‐regulation, and peer play were assessed within a classroom context for a sample of 139 low‐income African American children attending Head Start. Findings support the importance of considering both children's developmental stage and their gender when evaluating aspects of social competence, particularly temperament and interactive peer play abilities. As a group, younger boys experienced the greatest difficulties with initiating and sustaining play activities with classmates. Language abilities and self‐regulation were significantly greater among older preschool children. Implications for school psychologists conducting preschool assessment, intervention, and outreach to parents and teachers within early childhood settings are discussed. © 2002 John Wiley & Sons, Inc. 相似文献
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《Early childhood research quarterly》1994,9(1):45-59
Preschool children's social behavior was observed in the presence and absence of their parents in parent-cooperative preschools. When their parents were working in the preschool, children engaged in less high-level peer play and more low-level peer play than in their parent's absence. They also initiated play with peers less often in their parent's presence than in their parent's absence. In addition, children expressed more negative emotion and spent much less time in proximity to adults when their parents were at school than when they were not. These findings are discussed in relation to attachment theory and their implications for practitioners. 相似文献
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Research Findings: As policymakers expand access to preschool, the sociodemographic composition of preschool classrooms will become increasingly important. These efforts may create programs that increase the concentration of children from low-income families or, alternatively, foster the creation of socioeconomically diverse preschool classrooms. What effect the creation of such contexts would have on very young children remains unclear. Using multilevel methods and data on 2,966 children in 704 prekindergarten classrooms, this study explores the relationship between socioeconomic classroom composition and children's social and cognitive development. The results indicate positive associations between the mean socioeconomic status (SES) of the class and children's receptive language, expressive language, and mathematics learning, regardless of children's own sociodemographic backgrounds and the characteristics of their classrooms. However, the analyses indicate no association between the development of social competence and class mean SES. Practice or Policy: The links between classroom SES and language and mathematics development were comparable in size to those associated with instructional quality and even children's own SES. Neither structural nor instructional characteristics of prekindergarten classrooms explained these relationships, suggesting the possibility of direct peer effects. The findings indicate that the composition of children's classrooms should be considered an important aspect of preschool quality. 相似文献
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《Early education and development》2013,24(4):349-366
Preschool-age children's experiences within the mixed-age setting of family child care homes and the influences of these experiences on development were examined. Development variables included social and cognitive play, and receptive and expressive language. Consistent with Vygotsky's developmental theory, children's interactions with mixed-age peers were more powerful predictors of development than the mere availability of mixed-age peers. Interactions with older peers were associated with more complex cognitive play behaviors. Interactions with younger and same-age peers were associated with less complex social and cognitive play and lower receptive language scores. Characteristics of the child care setting appeared to moderate children's behavior in the mixed-age environment. Children in higher quality family child care homes with responsive caregivers were less likely to interact with younger children. No evidence was found of different developmental outcomes across developmental domains for older versus younger children. 相似文献
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Olivia N. Saracho 《教育心理学》1999,19(2):165-180
ABSTRACT The social behaviours of 2400 3‐, 4and 5‐year old children attending an early childhood programme were observed, recorded, and analysed, and their cognitive style assessed. Factors underlying the play of preschool children based on their cognitive style were identified. Sex and age were considered in these social factors. ThePlay Rating Scale was used to record young children's behaviours in four different forms of play (physical, block, manipulative, dramatic); while theGoodenough‐Harris Drawing Test was used to determine the children's cognitive style. Factor analysis indicated two dimensions of play behaviours for each group of children. These factors had strong loadings with a range of items. The factors indicated that field‐dependent children participated more in social play activities, whereas field‐independent children engaged more in nonsocial play activities. The study suggests practical and research implications in promoting educational play using the children's cognitive style. 相似文献
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Differential effects of home and preschool learning environments on early language development 
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下载免费PDF全文 Daniel Schmerse Yvonne Anders Manja Flöter Nadine Wieduwilt Hans‐Günther Roßbach Wolfgang Tietze 《British Educational Research Journal》2018,44(2):338-357
The present study is based on longitudinal data from a German early childhood education and care (ECEC) governmental initiative assessing children's grammatical and vocabulary development between 2;6 and 4;0 years (N = 1,331), quality of the home learning environment and quality of the preschool setting. Results showed that the quality of the home learning environment predicted development in grammatical skills, but not in receptive vocabulary at age 4, while the effects of preschool process quality showed similar relative impacts on both language outcomes. Further analyses revealed effects of accumulated advantages of preschool quality for children from medium‐ and high‐quality home learning environments in their vocabulary development. The results are compared with previous findings from the German ECEC context and discussed with respect to implications for policy efforts to improve ECEC quality and ways in which both learning environments act together on children's development. 相似文献
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Nicole Marie Denmark Brenda Jones Harden Maritza Gonzalez 《Early education and development》2014,25(5):723-745
Research Findings: Unlike other Latino groups, there is little information about the early socialization of children from Central American (CA) immigrant families. This study examined CA immigrant mothers' short-term goals and the implications of these goals for children's behavior in preschool. A total of 47 low-income mothers described their goals for their children's behavior at home/with family and at school. Nearly all mothers described relatedness-oriented goals for their children at home and at school. Mothers emphasized autonomy-oriented goals predominantly for the school context. Mothers' emphases on certain goals in the home, but not goals for school, predicted teacher reports of children's social cooperation and approaches to learning in the classroom. Practice or Policy: Educators should be aware that relatedness-oriented goals are highly salient for CA immigrant parents. Immigrant parents might benefit from more information regarding the general goals of preschool. Educators should encourage mothers to set multiple early goals for their children, including learning-related goals for home. Educators and CA immigrant parents may support home–school continuity for children through mutual understanding of goals and values. 相似文献
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《Early education and development》2013,24(4):487-498
This research assessed young children's perceptions about what misconduct behaviors peers are likely to commit across two contexts, the school and the grocery store. In addition, participants heard one of two versions in which the protagonist was either a boy or a girl. The participants were 70 preschool children (40 males and 30 females) and ranged in age from 36 to 77 months (M = 57 months). The results showed that a total of 242 non-repetitive behaviors were generated. Most of the behaviors generated either concerned acts having negative consequences to others (i.e., moral transgressions) or violations of social norms (i.e., conventional transgressions). The results also showed that children generated more moral than conventional misbehaviors. Moral acts were expected to occur more often in the school context than in grocery context, whereas social conventional misbehaviors were expected to occur in both contexts. Children described three specific types of moral misbehaviors: physical harm, property violations, and interpersonal violations. Furthermore, children's expectations of peers' misbehaviors were a function of the gender of the character committing the misdeed as well as the story context. 相似文献
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Children's Engagement Within the Preschool Classroom and Their Development of Self-Regulation 总被引：1，自引：1，他引：0
Amanda P. Williford Jessica E. Vick Whittaker Virginia E. Vitiello Jason T. Downer 《Early education and development》2013,24(2):162-187
This study used an observational measure to examine how individual children's engagement with teachers, peers, and tasks was associated with gains in self-regulation. A sample of 341 preschoolers was observed, and direct assessments and teacher reports of self-regulation were obtained in the fall and spring of the preschool year. Research Findings: Children's positive engagement with teachers was related to gains in compliance/executive function, and children's active engagement with tasks was associated with gains in emotion regulation across the year. Engaging positively with teachers or peers was especially supportive of children's gains in task orientation and reductions in dysregulation. Practice or Policy: Results are discussed in relation to Vygotsky's developmental theory, emphasizing that psychological processes are developed in the context of socially embedded interactions. Systematically observing how a child interacts with peers, teachers, and learning tasks in the preschool classroom has the potential to inform the creation of professional development aimed at supporting teachers in fostering individual children's development within the early education environment. 相似文献
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Understanding children's decisions to include a child with a disability in activities is an important component of the social environment of children with disabilities. We examined preschool children's understanding of the motor and social competence of hypothetical children with a physical disability, children's decisions to include or exclude a peer with a physical disability in play activities, and children's justifications of their inclusion/exclusion decisions. Children understood that a peer with a physical disability would have more difficulty with activities requiring motor skills than social skills and were more likely to include a peer with a physical disability when the activities required minimal motor skills. The role of typically developing children's understanding of social contexts in peer relationships is discussed. 相似文献
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《Early education and development》2013,24(3):321-338
This study examined the social competence and mental health of homeless and permanently housed preschool children enrolled in the Head Start program. Mothers and Head Start teachers rated the social skills and behavior problems of 38 homeless and 46 housed preschoolers twice during the school year. The researchers compared the behavior of the homeless and housed preschoolers soon after they entered Head Start, as well as changes in children's behavior six months after their initial assessment. Both parents and teachers reported that homeless children exhibited more behavioral problems than housed children at the beginning of the study, but perceived no significant differences in the two groups' social skills. Mothers reported significant declines in homeless children's compliance relative to their housed peers at the conclusion of the study, while teachers noted significant declines in homeless children's compliance and expressive skills. Both mothers and teachers reported that homeless children exhibited significantly greater increases in behavior problems than their housed peers over the study period. Findings indicate the need for Head Start and other early childhood programs to develop interventions designed to moderate the negative effect of homelessness on young children's social-emotional development. 相似文献
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Sivanes Phillipson 《教育心理学》2009,29(4):447-468
Vygotsky speculated that parents play an important role in the intellectual development of their children, and that this role includes the transfer of expectations related to their children's academic achievement. Consequently, different parents can produce different contexts of academic achievement for their children. The participants were 215 Primary 5 and 6 students from four primary schools in Hong Kong, and their parents. Students were administered a test of working memory and their academic achievement was indicated by their school‐assessed mathematics and language achievement scores. Parents reported their expectations of their children's academic achievement, the extent of their home and school involvement, and their educational and income levels. Correlational and sequential regression analyses showed that different schools yielded different contexts of academic achievement. The results support the hypothesis that parents, and especially parental expectations, play an important role in children's academic achievement, and that within Hong Kong different schools can be characterised by different contexts of achievement. 相似文献
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Kristín Karlsdóttir Bryndis Garðarsdóttir 《Early Years: An International Journal of Research and Development》2010,30(3):255-266
The purpose of this study was to apply and explore, in the context of an Icelandic preschool, the methods developed by the New Zealand Te Whaariki curriculum to assess children's well‐being and learning dispositions. This article describes the process of piloting learning stories as a research method, where researchers and preschool teachers cooperate in generating data. Data were generated by means of interviews, observations and documentation, following a research process in which learning stories were documented, reflected upon and analysed by the researchers and teachers, where possible in cooperation with the four‐ to five‐year‐old children. The learning stories were constructed and analysed using the five domains of learning dispositions identified in the Te Whaariki curriculum. The study asks how a collaborative approach to assessing children's well‐being and learning dispositions could be used in preschools both for professional learning and for research purposes. The findings show children as skilful communicators who are capable of finding solutions and reacting to various situations arising from the social context of the preschool. The study demonstrates that documenting children's learning stories enables researchers to focus on children's strengths and capabilities, and adds to preschool teachers' knowledge of individual children and groups. 相似文献
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Kevin Marjoribanks 《Educational studies》1996,22(1):3-11
The study investigated relationships between the dimensions of a parenting model and children's school outcomes. Also, a bioecological model was examined which proposes that proximal parenting processes have the general effect of mediating relationships between distal social contexts and children's outcomes, while advantageous individual characteristics enhance associations between proximal family processes and children's characteristics. Data were collected from 900 (460 boys, 440 girls) 11 year‐old Australian children and their parents. The findings suggest that: (a) a parenting model defined by parents’ aspirations, parenting practices, and parenting style has modest to moderate concurrent validity in relation to children's academic achievement and school attitudes, (b) the proximal processes of the parenting model mediate substantially the relationships between family social status and children's academic achievement but not the associations between intellectual ability and outcomes; and (c) there are sex‐group differences in the nature of the relationships between the dimensions of the parenting model and children's school outcomes. 相似文献
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《Ethnography and Education》2013,8(2):229-247
This study examines how young girls construct emotional themes in their peer-culture play routines and rituals in the daily life of a preschool classroom. This research is part of a larger eight-month ethnographic study of one preschool classroom. The data selected and analysed in this article are taken from a focused six-week theoretical sampling of five female preschool children's play. Micro-level analysis of the data (field notes, videotaping, video revisiting and interviews with teachers and students) revealed how children's peer-culture and emotional themes were socially constructed through a specific play narrative that centred on five females being ‘kitties’. A closer look at one group member named Mary uncovered emotional themes that centred on acting proper and group harmony. Females used their peer-culture and emotional themes to hold group members accountable, resolve conflict and appropriate society's emotional display rules. These data reveal the social–emotional ‘work’ of children and the role of peers in childhood socialisation. 相似文献
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Jui-Chih Chin 《Early education and development》2014,25(5):601-618
Research Findings: The aim of this study was to explore the relations between children's trust beliefs and social competence as well as social preference. In addition, this study examined how children with different trust belief profiles may differ in their peer interactive behaviors. A total of 47 children ages 5 to 6 participated in this study. Data were collected via observation of play behaviors, a teacher-rated social competence scale, and a child interview. The results indicated that children's trust beliefs in friends’ promise-keeping behaviors were positively associated with intrapersonal and interpersonal domains of social competence. Children who had greater trust in non-friend classmates’ promise-keeping behaviors tended to be sociable in a group, polite, and more preferred, and they were less likely to be disliked by peers. Children with different trust profiles exhibited differential interactive behaviors with peers. Practice or Policy: These findings suggest that parents and early childhood educators should pay more attention to the extent to which young children trust their close friends and familiar peers, especially in terms of keeping promises. Adults may model their efforts in keeping their promises made to children and enhance children's capacity to reciprocate trust in close relationships. Adults can help children differentiate their trust based on the intimacy of relationships. 相似文献
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This study investigated changes in the production of temporal terms over the preschool years. Ninety-three parents of 3-, 4- and 5-year-old children completed a questionnaire in which they indicated their child's production, and accurate use, of a list of temporal words. The results suggest that use and command emerge at different ages for different terms. Correlation and difference analyses were conducted to document the pattern of development. Words representing the present (e.g., now) and very general temporal terms (e.g., ‘later’) were produced and used accurately by the majority of even the youngest children. Some terms describing specific timeframes (e.g., ‘yesterday’) were also produced from a young age but demonstrated more gradual acquisition of appropriate use across the preschool years. Other terms appeared in children's vocabularies only later in the preschool years, and were inaccurately used even by the oldest children (e.g., ‘hours’). These findings provide an initial survey of reported child competence with temporal words that has implications for research, education, and judicial contexts. 相似文献
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Ling-Ling Tsao Samuel L. Odom Virginia Buysse Marti Skinner Tracy West Joann Vitztum-Komanecki 《Exceptionality》2013,21(3):125-140
The purpose of this study was to examine the social participation of young children with disabilities in inclusive preschool programs. One hundred forty-three preschool-aged children with disabilities were observed in classrooms representing four organizational contexts: community-based, Head Start, public school, and blended. Children's and adults' social behavior was positive across settings, and children in blended programs engaged in significantly more positive social behavior with adults. Peer social engagement did not differ across organizational contexts. Activity initiator was an ecological variable that affected children's social engagement in that children engaged in significantly more interaction with peers in child-initiated activities and significantly more interaction with adults in adult-initiated activities.). 相似文献