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1.
Kevin MacDonald 《Early education and development》1992,3(4):334-355
This paper emphasizes the following points regarding the appropriate role of rough-and-tumble play (R & T) in educational settings. (1) There has been an important secular trend toward an increasing importance of adult supervision of children's play. As a result, children's R & T must be considered in the context of social values regarding the expected developmental significance of children's play. (2) R & T is an aspect of evolved systems that propel the children into enthusiastic interaction with their environment and can be reasonably supposed to have several beneficial influences on children's cognitive and social development. (3) R & T can be distinguished from aggression, and adult supervised R & T is potentially an important arena for learning the limits of appropriate R & T. (4) It is suggested that supervised educational settings should be concerned with socializing several discrete systems that underlie children's development, including the present emphasis on socializing children to be able to focus attention, inhibit behavior, and be neat and orderly. However, the purpose of the present paper is to present a case for socializing the systems underlying stimulus seeking, extroversion, sociability, and intellectual creativity as well. 相似文献
2.
Angela Costabile Maria Luisa Genta Elisabetta Zucchini Peter K. Smith Rachel Harker 《Early education and development》1992,3(4):356-369
A questionnaire on attitudes toward war play was given to 316 Italian parents and 84 English parents of children aged 2 to 6 years. In both cultures, boys were significantly more likely to engage in war play, either social or solitary—most commonly weapon play, but also play with combat figures and acting out a combat role. Parental attitudes, television, and peers (including older siblings), appeared as common sources of influence. Parents expressed a range of views about how to respond to war play, varying from discouraging it (more common if their children did not engage in war play), to allowing it with limits, to allowing it unconditionally. There was more of a consensus that war toys should not be allowed in school and that playgroup supervisors and teachers should try to turn war play toward more constructive ends. Analysis of a range of attitudinal scales confirmed a general dimension of restrictiveness-permissiveness with regard to war play activities, linked to attitudes about rough-and-tumble play (R & T) and pretend play in the Italian sample but not in the English sample. 相似文献
3.
Six sociometric measures were evaluated on a sample of 85 four-year-olds from three preschool and day care centers. Stability, intercorrelations, and accuracy of classifying rejected children were compared for measures of social preference, social impact, peer ratings, alternative status, and positive and negative nominations. Test-retest correlations were moderately high and quite similar for all measures except social impact. Children were classified as rejected or not rejected based on Z scores of −.50 on all measures except for negative nominations, which employed a Z of +.50. In comparison with the commonly used social preference measure, accurate classifications were obtained using negative nominations, peer ratings, and alternative status. Positive nominations were somewhat less accurate in identifying rejected children, and social impact was a poor index of social status. Results suggest that both nominations and peer ratings can be assessed reliably with preschool children and that the two sociometric techniques measure similar aspects of social status. The alternative status measure was demonstrated to be a reliable and accurate technique for identifying rejected children in the preschool years. Implications for social skills intervention are discussed. 相似文献
4.
This study investigated the relation between stressful life events and adjustment in elementary school children, with particular emphasis on the potential main and stress-buffering effects of social support and social problem-solving skills. Third through fifth graders (N = 361) completed social support and social problem-solving measures. Their parents provided ratings of stress in the child's environment and ratings of the child's behavioral adjustment. Teachers provided ratings of the children's behavioral and academic adjustment. Hierarchical multiple regressions revealed significant stress-buffering effects for social support and problem-solving skills on teacher-rated behavior problems, that is, higher levels of social support and problem-solving skills moderated the relation between stressful life events and behavior problems. A similar stress-buffering effect was found for problem-solving skills on grade-point average and parent-rated behavior problems. In terms of children's competent behaviors, analyses supported a main effect model of social support and problem-solving. Possible processes accounting for the main and stress-buffering effects are discussed. 相似文献
5.
To assess the relation between toy gun play and aggression, thirty-six 3- to 5-year-olds were observed in free play in their daycare center and coded for amount of real aggression, pretend aggression, rough-and-tumble play (R & T), and nonaggressive pretend play. Based on a questionnaire completed by the parents, the children were also coded for the amount they played with toy guns in the home, the rated aggressive level of their preferred television programs, the rated aggressive level of their most preferred toys, and amount of parents' physical punishment of the children. Of all children, 56% played with toy guns in the home, most of whom were boys. Multiple regression analyses indicated that amount of parents' punishment strongly predicted real aggression in both boys and girls, and amount of toy gun play strongly predicted real aggression in boys. However, when it came to pretend aggression, aggressive level of children's preferred toys was the strongest predictor, while toy gun play negatively predicted pretend aggression. Toy gun play did not predict nonaggressive pretend play, but parents' punishment negatively predicted nonaggressive pretend play. These results indicate that toy gun play and parental punishment are positively associated with a higher level of real aggression but not pretend aggression. This pattern is discussed in terms of a cuing effect theory versus a cathartic effect theory. It also argues for distinguishing between real and pretend aggression and other forms of play in future studies. 相似文献
6.
The assessment of intention-cue detection skills in children: implications for developmental psychopathology 总被引：9，自引：1，他引：9
A reliable measure of children's skills in discriminating intention cues in others was developed for this investigation in order to test the hypothesis that intention-cue detection skill is related to social competence in children. Videotapes were prepared in which one child provoked another child. The intention of the first child varied across videotapes. The subject's task was to discriminate among types of intentions. Care was taken to ensure that scores on this measure were not confounded by a child's verbal capacity or general discrimination skill. This instrument was administered to 176 children in kindergarten, second grade, and fourth grade, who were identified by sociometric measures as having a peer status as popular, average, socially rejected, or socially neglected. Scores on this measure were found to increase as a function of increasing age, and normal children (popular and average) were found to score more highly than deviant children (neglected and rejected). The errors by deviant children tended to consist of erroneous labels of prosocial intentions as hostile. Also, children's statements about their probable behavioral responses to provocations by peers were found to vary as a function of subjects' perceptions of the intention of the peer causing the provocation, not as a function of the actual intention portrayed by the peer. Sociometric status differences in these responses were also found. These findings were consistent with a hypothesis of a developmental lag among socially deviant children in the acquisition of intention-cue detection skills. 相似文献
7.
ABSTRACTMany behavioural and emotional characteristics are associated with children’s peer relationships. The purpose of this study is to examine behavioural and emotional strengths of sociometrically popular, rejected, controversial, neglected, and average children. 773 third-grade children (51% girls) are assessed with a sociometric questionnaire and self-evaluations of their behavioural and emotional strengths and difficulties. Teacher evaluations are also used to assess the children’s academic competencies and behaviour. Univariate analysis of variance (ANOVA) is used to analyse the data. Results indicate that children in the popular status group assess their behavioural and emotional strengths as being better than children in the rejected status group. The behavioural profile of the controversial status group is similar to that of the rejected status group. Children in the neglected status group differ from other sociometric status groups in some behavioural and emotional strengths. Issues pertaining to gender differences are also discussed. 相似文献
8.
Research Findings: Aggressive/rejected children are at risk for continuing conduct and school problems. Some limited research indicates that these children have attention problems. Previous research has linked attention problems with academic performance. The current study investigated group differences in attention skills and the role of these skills in children's academic performance. Kindergarten and 1st-grade children (n = 54, 52% female) were identified as either aggressive/rejected or low aggressive/popular by peer sociometric interviews. Attention was assessed with a novel computer task, the Children's Space Game, as well as parent and teacher report. Teachers reported on children's academic performance. Aggressive/rejected children had lower adult-reported attention skills and academic performance than low aggressive/popular children. Aggressive/rejected children also had lower skills on the computer task. Support was found for an additive model of the influence of children's status and attention skills on their academic performance even after controlling for maternal education and family income but no evidence was found that attention moderated the relation between children's status and their academic performance. Practice or Policy: Aggressive/rejected children appear at significant risk for attention problems and these problems predict their academic performance. Future research should investigate whether these children would benefit from additional support of their attention skills. 相似文献
9.
C. Julius Meisel 《Psychology in the schools》1989,26(1):37-47
Ninety-four first- and second-grade students participated in a study designed to determine whether a measure of interpersonal problem-solving skill would predict the social competence of children with no clinical history. The social competence measures used in the study included peer ratings (sociometric scores) and teacher ratings. The interpersonal problem-solving measure used yielded three separate scores obtained from ratings of open-ended responses to hypothetical peer problems. To enable control of other variables known to affect social competence, measures of IQ, academic achievement, and SES also were included. Results did not confirm a prior expectation that problem-solving scores would correlate well with competence measures. Correlations between the three problem-solving scores and both peer and teacher ratings all were in the range between .04 and .20. On the other hand, intelligence, achievement, and SES had moderate to high correlations with competence measures (range = .04–.77). In stepwise multiple regressions, only achievement and SES predicted peer and teacher ratings when other variables were controlled. 相似文献
10.
The social competence and problem behaviors of 217 Russian preschoolers were evaluated by their teachers using the SCBE-30, and socialization values were rated by 26 teachers using a 25-item Socialization Values Q-Sort. It was demonstrated that the development of social competence and behavior problems in Russian preschoolers has many similarities with American, Canadian, French and Spanish samples (LaFreniere & Dumas, 1996; Dumas & Laughlin, 2000). Structural equivalence was demonstrated by finding the same three factors of anxiety-withdrawal, anger-aggression, and social competence as in other samples, and significant negative correlations were observed between social competence and anxiety-withdrawal, and social competence and anger-aggression. These similarities may reflect the universal nature of human social behavior and existence of panhuman characteristics that equip children for survival (Whiting & Edwards, 1988; Butovskaya et al., 2000). At the same time, social competence, angeraggression and anxious-withdrawn scales revealed a mix of universal and culturally specific patterns that may be connected with gender stereotypes that prevail in Russian culture (Butovskaya et al., 1998). Socialization values of the teachers were generally collectivistic, and we believe that this fact influences to some extent their ratings of children on SCBE scales. 相似文献
11.
Although the low social status of children with learning disabilities (LD) has been well documented, little is known about the specific types of peer status problems that characterize these children. The present study utilized current sociometric procedures in order to clarify the nature of social status difficulties encountered by children with LD. Consistent with previous studies, results revealed that children with LD obtain significantly lower sociometric scores relative to their nondisabled peers. Moreover, children with LD were found to be disproportionately overrepresented in the rejected and neglected sociometric groups, and underrepresented in the popular and average groups. Over half of the total LD sample was classified into one of the low status categories, with approximately equal numbers in the rejected and neglected groups. Implications of these findings and suggestions for future research are discussed. 相似文献
12.
《Early education and development》2013,24(4):334-355
This paper emphasizes the following points regarding the appropriate role of rough-and-tumble play (R & T) in educational settings. (1) There has been an important secular trend toward an increasing importance of adult supervision of children's play. As a result, children's R & T must be considered in the context of social values regarding the expected developmental significance of children's play. (2) R & T is an aspect of evolved systems that propel the children into enthusiastic interaction with their environment and can be reasonably supposed to have several beneficial influences on children's cognitive and social development. (3) R & T can be distinguished from aggression, and adult supervised R & T is potentially an important arena for learning the limits of appropriate R & T. (4) It is suggested that supervised educational settings should be concerned with socializing several discrete systems that underlie children's development, including the present emphasis on socializing children to be able to focus attention, inhibit behavior, and be neat and orderly. However, the purpose of the present paper is to present a case for socializing the systems underlying stimulus seeking, extroversion, sociability, and intellectual creativity as well. 相似文献
13.
工读学生攻击性行为与社会问题解决特点的研究 总被引：3，自引：0，他引：3
本研究采用投射测验,通过集体开放式问卷的形式来比较工读生和普通生攻击性行为社会问题解决的特点。结果表明:(1)和普通生相比,工读生在社会问题的解决中攻击性和操纵性反应比较明显,亲社会的策略较少。(2)当被要求寻找其他替代性的策略去解决问题时,工读生提出的解决问题的策略的数量通常少于普通学生,解决问题的方式、变通性和可行性都较普通学生差,可以看出他们缺乏人际冲突解决的必要技巧和方法。他们在社会问题解决上表现出的这些特点都和他们的攻击性行为有一定的关系。 相似文献
14.
Kenneth A. Dodge John D. Coie Gregory S. Pettit Joseph M. Price 《Child development》1990,61(5):1289-1309
The social transactions of popular, rejected, neglected, and average first- and third-grade boys were examined during their initial encounters with peers. 23 groups of 5 or 6 boys each were observed for 45-min free-play sessions conducted on 5 consecutive days, with sociometric interviews following each session. Social preference in the play groups correlated significantly with classroom social preference after the third and subsequent play sessions for the third graders, and after the fourth and subsequent sessions for the first graders. The observational coding system distinguished 4 types of aggressive behavior that were hypothesized to relate to peer status in different ways. The first, rough play, was not related to peer status. However, rejected boys at both ages displayed significantly higher rates of angry reactive aggression and instrumental aggression than average boys. The relation between bullying and peer status varied with the age of the child. Popular first graders engaged in more bullying than average first graders, but popular third graders did not differ from average in bullying. Other questions concerned the temporal relation between play group behaviors and social preference scores within the group. Socially interactive behaviors anteceded high preference by peers, and low preference in turn led to social isolation in subsequent sessions. 相似文献
15.
D C French 《Child development》1988,59(4):976-985
Cluster analyses were employed in 2 studies to explore the possibility that discernible subtypes exist within the population of peer-rejected boys. In Study 1, 41 rejected 9- and 10-year-old boys were identified using nomination sociometrics. 8 teacher rating, behavior observation, and social problem solving interview measures were entered into the analysis. In Study 2, 48 9-, 10-, and 11-year-old rejected boys were identified using rating sociometrics. 9 teacher rating and peer rating measures were entered into the cluster analysis. 2 large clusters emerged in each of the 2 samples. Consistent patterns were seen across both studies when children within each cluster were compared with each other and with those in a popular comparison group. Boys in one cluster exhibited high aggression, low self-control, behavior problems, and withdrawn behavior. Boys in the other cluster exhibited withdrawal but did not obtain elevated scores on measures of aggression, behavior problems, or self-control. Findings of rejected-child heterogeneity have significant implications for the design of treatment programs and further research on peer relationship difficulties of children. 相似文献
16.
This study compares the social status of highly gifted (N=42) and moderately gifted (N=86) students across academic (classroom) and social (dormitory) settings. Giftedness was not significantly related to social status in either setting. Two social statuses, popular and rejected, were significantly stable across settings. Furthermore these statuses were related to peer nominations for getting along, fighting, and being shy, to social and academic measures of self‐concept, and to age relative to the peer group. These findings are examined in light of other research on gifted‐ness and social status. 相似文献
17.
Brenda Jones Harden Monique B. Winslow Kimberly T. Kendziora Ariana Shahinfar Kenneth H. Rubin Nathan A. Fox Michael J. Crowley Carolyn Zahn-Waxler 《Early education and development》2000,11(3):357-385
The increased familial and environmental stressors affecting Head Start families over the last two decades have precipitated an escalation of mental health difficulties among participant children (Yoshikawa & Knitzer, 1997). Using an ecological framework (Bronfenbrenner, 1979). this study explored externalizing behavior problems among a group of Head Start children in a suburban county. Children were assessed for externalizing behavior problems in the home and classroom. Additionally, parents participated in interviews about a variety of ecological factors related to children's behavior problems. Almost one-quarter of the children were identified by their parents as having externalizing behavioral problems in the borderline or clinical range. Twice as many girls as boys had borderline or clinical levels of behavioral problems. Child externalizing behavior was positively associated with child internalizing behavior, parent psychological symptomatology, child temperament, family environment, and exposure to community violence. Children with parent-identified externalizing behavior did have specific social problem-solving skills deficits. Additionally, they were observed to have high levels of specific inappropriate behavior, but did not exhibit high levels of teacher-rated behavior problems. The implications of these findings for Head Start program planning are discussed. 相似文献
18.
The present study compared two ways of measuring rough-and-tumble play (R&T) and examined three precursors to this play. Early parental socializing influences (particularly from fathers), "boy" sex-typed play preferences, and activity level were all hypothesized to be associated with later R&T. Objective measures of R&T at nursery school were moderately correlated with ratings of such play by parents and teachers at first grade. Arousal during play at 45 months and extent of R&T at 18 months by fathers, but not mothers, were found to correlate significantly with ratings of R&T at first grade. "Boy" sex-typed play was also significantly associated with first grade R&T. These correlations were similar for both boys and girls. There were no correlates with nursery school R&T that were similar for both sexes. Activity levels were not consistently associated with later R&T behaviors. Implications and limitations of these findings are discussed. 相似文献
19.
Little, if any, examination of the reliability and validity of play‐based assessment exists in the current literature. Thus, the present study specifically examined the relationship between scores obtained on a classroom‐based play observation system and standardised measures of cognitive and social competence with preschool children. High reliability between observers was established for the play‐based assessment measure. In addition, concurrent validity was assessed by comparing scores on the PLA Y assessment measure with scores the children obtained on the Battelle Developmental Inventory (BDI) and Social Skills Rating Scale (SSRS‐T). Significant positive correlations in the predicted directions were obtained: Children rated as more cognitively and socially competent were found to engage in higher levels of play behaviours (e.g. associative‐constructive and co‐operative‐dramatic), while children identified as less cognitively and socially competent engaged in lower levels of play behaviours (e.g. solitary‐functional and onlooker). The study suggests that, when operationally defined play observation methods were used, observers were able to record accurately the level of play exhibited by each child, and these play behaviours did reflect the child's current cognitive and social developmental functioning. 相似文献
20.
Children''s Perceptions of Self and of Relationships with Others as a Function of Sociometric Status 总被引：2，自引：0，他引：2
Charlotte J. Patterson Janis B. Kupersmidt Pamela C. Griesler 《Child development》1990,61(5):1335-1349
We studied the relations among children's reports about their own competence, objective measures of their competence, and their views of important relationships with others as a function of sociometric status. 515 third- and fourth-grade children responded to questions about aspects of their personal competence and about their relationships with mothers, fathers, teachers, and best friends. Rejected children reported the least supportive relationships overall with their fathers of any status group; this was especially true of rejected-aggressive children. Neglected children reported the lowest perceived social competence with peers. The subjective reports of rejected but not neglected children overestimated their social competence as rated by peers. Relative to teacher reports, rejected-aggressive children also overestimated their behavioral competence. While highlighting heterogeneity among low-accepted groups, these results add to knowledge about the subjective experiences of children who are unpopular with peers. 相似文献