A Qualitative Exploration of Children’s Social-Emotional Behaviors during Free Play
0
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
Children’s social-emotional behaviors become early predictors of cognitive and social-emotional development. Nevertheless, children’s interactions in their natural context have not received much attention. This naturalistic qualitative study examined children’s social-emotional behaviors in their peer interactions during play. The participants in this study were 39 children across three different preschool programs in the US. Through a qualitative analysis, three frequent and significant behaviors stood out in children’s peer interactions. These were classified as power, teamwork, and social-emotional difficulties. This qualitative study provides information and knowledge that can be used to inform pre-service and in-service teachers about young children’s peer interactions in the classroom. Its results can help increase teachers’ understanding of patterns in children’s peer interactions within their play and enlighten teachers’ roles in the classroom to better support children’s social-emotional development.
Abstract
Children’s social-emotional behaviors become early predictors of cognitive and social-emotional development. Nevertheless, children’s interactions in their natural context have not received much attention. This naturalistic qualitative study examined children’s social-emotional behaviors in their peer interactions during play. The participants in this study were 39 children across three different preschool programs in the US. Through a qualitative analysis, three frequent and significant behaviors stood out in children’s peer interactions. These were classified as power, teamwork, and social-emotional difficulties. This qualitative study provides information and knowledge that can be used to inform pre-service and in-service teachers about young children’s peer interactions in the classroom. Its results can help increase teachers’ understanding of patterns in children’s peer interactions within their play and enlighten teachers’ roles in the classroom to better support children’s social-emotional development.
참고문헌 (48)
- Bandura, A., "Aggression: a social learning analysis" (1973), Prentice-Hall
- Bandura, A., "Social cognitive theory : An agentic perspective", Annual Review of Psychology, 52, pp.1~26 (2001)
- Banerjee, M., "Hidden emotions : Preschoolers' knowledge of appearance-reality and emotion display rules", Social Cognition, 15, pp.107~132 (1997)
- Barrett, L. F., "The wisdom in feeling: Psychological processes in emotional intelligence" (2002), Guilford Press
- Rebecca H. Bauer, "Imaginative Children in the Classroom: Mixed-Methods Examining Teacher Reported Behavior, Play Observations and Child Assessments", Early Education and Development, 34(2), pp.449~468 (2022), Informa UK Limited[DOI]
- L. Blackham, "‘Our Forest School isn’t just the trees.’ Forest Schools: micro-communities for social and emotional development", Journal of Adventure Education and Outdoor Learning, 23(2), pp.158~169 (2021), Informa UK Limited[DOI]
- Bogdan, R. C., "Qualitative research of education: An introductive to theories and methods" (2003), Allyn and Bacon
- Branscombe, N. A., "Early childhood curriculum: A constructivist perspective" (2013), Routledge
- Campbell, F. A., "Cost effective programs in children’s first decade: A human capital integration", pp.76~95 (2010), Cambridge University Press
- Cole, P. M., "Children's spontaneous control of facial expression", Child Development, 57, pp.1309~1321 (1986)
- Cole, P. M., "Pre-schoolers’ emotion regulation strategy understanding : Relations with emotion socialization and child selfregulation", Social Development, 18, pp.324~352 (2009)[DOI]
- Corsaro, W., "Peer culture in the preschool", Theory into Practice, 27(1), pp.19~24 (1988)
- Stefanie Dominguez, "A Qualitative Study of the Play of Dual Language Learners in an English-Speaking Preschool", Early Childhood Education Journal, 46(6), pp.577~586 (2018), Springer Science and Business Media LLC[DOI]
- Ebbeck, M., "Play in early childhood education: Learning in diverse contexts" (2017), Oxford University Press
- Nancy Eisenberg, "Emotion-Related Self-Regulation and Its Relation to Children's Maladjustment", Annual Review of Clinical Psychology, 6(1), pp.495~525 (2010), Annual Reviews[DOI]
- Elgas, P., "Early childhood classroom processes", pp.39~62 (2003), Hampton Press
- Feldhusen, J., "Leadership: A synthesis of social skills, creativity, and histrionic ability?", Roeper Review, 16(4), pp.293~294 (1994)
- Fekonja, U., "Free play and other daily preschool activities as a context for child's language development", Studia psychologica, 47(2), pp.103~117 (2005)
- Gartrell, D., "Misbehavior or mistaken behavior?", Young Children, 50(5), pp.27~34 (1995)
- Farveh Ghafouri, "“Give Us a Privacy”: Play and Social Literacy in Young Children", Journal of Research in Childhood Education, 19(4), pp.279~291 (2005), Informa UK Limited[DOI]
- Glaser, B., "Basics of grounded theory analysis" (1992), Sociology Press
- Bridget K. Hamre, "Early Teacher–Child Relationships and the Trajectory of Children's School Outcomes through Eighth Grade", Child Development, 72(2), pp.625~638 (2001), Wiley[DOI]
- Leah J. Hunter, "Assessing Noncognitive Aspects of School Readiness: The Predictive Validity of Brief Teacher Rating Scales of Social–Emotional Competence and Approaches to Learning", Early Education and Development, 29(8), pp.1081~1094 (2018), Informa UK Limited[DOI]
- Kopp, C. B., "Regulation of distress and negative emotions : A developmental view", Developmental Psychology, 25, pp.343~354 (1989)
- Amy Kyratzis, "Talk and Interaction Among Children and the Co-Construction of Peer Groups and Peer Culture", Annual Review of Anthropology, 33(1), pp.625~649 (2004), Annual Reviews[DOI]
- Lagattuta, K. H., "Preschoolers' understanding of the link between thinking and feeling : Cognitive cuing and emotional change", Child Development, 68, pp.1081~1104 (1997)
- Lee, Y., ""Who’s the boss?"young children's power and influence in an early childhood classroom", Early Childhood Research & Practice, 10(1), pp.1~12 (2008)
- Liu, R., "Moving Forward in the Study of Temperament and Early Education Outcomes", pp.23~36 (2020), Routledge
- R.T. Lohndorf, "Preschoolers’ problem behavior, prosocial behavior, and language ability in a Latin-American context: The roles of child executive functions and socialization environments", Early Childhood Research Quarterly, 48, pp.36~49 (2019), Elsevier BV[DOI]
- Annica Löfdahl, "Grounds for values and attitudes: Children’s play and peer-cultures in preschool", Journal of Early Childhood Research, 4(1), pp.77~88 (2006), SAGE Publications[DOI]
- Brent Mawson, "Children's Leadership Strategies in Early Childhood", Journal of Research in Childhood Education, 25(4), pp.327~338 (2011), Informa UK Limited[DOI]
- Alison L. Miller, "Emotions and Behaviors in the Head Start Classroom: Associations Among Observed Dysregulation, Social Competence, and Preschool Adjustment", Early Education & Development, 15(2), pp.147~166 (2004), Informa UK Limited[DOI]
- Lara S. Mullarkey, "Manipulative managers and devilish dictators: Teachers’ perspectives on the dilemmas and challenges of classroom leadership", Journal of Early Childhood Teacher Education, 25(2), pp.123~129 (2005), Informa UK Limited[DOI]
- Milagros Nores, "Activity settings, content, and pedagogical strategies in preschool classrooms: Do these influence the interactions we observe?", Early Childhood Research Quarterly, 58, pp.264~277 (2022), Elsevier BV[DOI]
- Chloe O’Connor, "Play, behaviour, language and social skills: The comparison of a play and a non-play intervention within a specialist school setting", Research in Developmental Disabilities, 32(3), pp.1205~1211 (2011), Elsevier BV[DOI]
- Parlakian, R., "Before the ABCs: Promoting school readiness in infants and toddlers" (2003), ZERO TO THREE
- Ximena A. Portilla, "An Integrative View of School Functioning: Transactions Between Self‐Regulation, School Engagement, and Teacher–Child Relationship Quality", Child Development, 85(5), pp.1915~1931 (2014), Wiley[DOI]
- Christina L. Rucinski, "Teacher–child relationships, classroom climate, and children’s social-emotional and academic development", Journal of Educational Psychology, 110(7), pp.992~1004 (2018), American Psychological Association (APA)[DOI]
- Min Sun Shin, "Understanding early childhood leadership: Emerging competencies in the context of relationships", Journal of Early Childhood Research, 2(3), pp.301~316 (2004), SAGE Publications[DOI]
- Grzegorz Szumski, "Can play develop social skills? The effects of ‘Play Time", Social Time’ programme implementation, 2016, pp.62(1), 41~50[DOI]
- Geralyn R Timler, "Social Communication Interventions for Preschoolers: Targeting Peer Interactions during Peer Group Entry and Cooperative Play", Seminars in Speech and Language, 26(03), pp.170~180 (2005), Georg Thieme Verlag KG[DOI]
- Trawick-Smith, J., ""Let’s say you’re the baby, ok?"play leadership and following behavior of young children", Young Children, 43(5), pp.51~59 (1988)
- Femke van der Wilt, "Dialogic classroom talk in early childhood education: The effect on language skills and social competence", Learning and Instruction, 77, pp.101522~ (2022), Elsevier BV[DOI]
- Vygotsky, L. S., "Mind in society: The development of higher psychological processes" (1978), Harvard University Press
- David Whitebread, "The development of two observational tools for assessing metacognition and self-regulated learning in young children", Metacognition and Learning, 4(1), pp.63~85 (2008), Springer Science and Business Media LLC[DOI]
- Wellman, H. M., "Meta-analysis of theory-of-mind development : The truth about false belief", Child Development, 72(3), pp.655~684 (2001)
- Amanda P. Williford, "Children's Engagement Within the Preschool Classroom and Their Development of Self-Regulation", Early Education & Development, 24(2), pp.162~187 (2013), Informa UK Limited[DOI]
- Xiao Zhang, "The Reciprocal Relations Between Teachers’ Perceptions of Children's Behavior Problems and Teacher–Child Relationships in the First Preschool Year", The Journal of Genetic Psychology, 172(2), pp.176~198 (2011), Informa UK Limited[DOI]
