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1.
Maternal beliefs about children's social behavior may be important contributors to socialization and development, but little is known about how such beliefs form. Transactional models suggest that children's characteristics may influence parents. At 2 years of age, the shy and aggressive behaviors of 65 toddlers (28 females) were observed during interactions with an unfamiliar peer; as well, mothers described the extent to which they advocated protective and authoritarian childrearing attitudes. These variables were used to predict mothers emotions, attributions, parenting goals, and socialization strategies in response to vignettes depicting aggressive and withdrawn child behaviors 2 years later. Most child effects were moderated by maternal attitudes or gender effects. Authoritarian mothers of aggressive toddlers were most likely to report high control and anger, to blame their children for aggression, and to focus on obtaining compliance rather than teaching skills to their children. Protective mothers reported that they would use warmth and involvement to comfort withdrawn children, especially their daughters. 相似文献
2.
Marg Csapo 《教育心理学》1983,3(1):31-42
Ladd demonstrated the effectiveness of the social learning method for increasing social interactive behaviour of ‘mildly’ withdrawn/isolated children with their peers. The present study replicated Ladd's investigation with two important differences:
1. the subjects were ‘severely’ withdrawn/isolated children, and
2. the training sessions, unlike Ladd's fixed time schedule, continued until the subject's level of performance reached the level of ‘average’ peers in each targeted social skill.The findings indicated that the social learning method increased social interaction of ‘severely’ withdrawn/isolated children with their peers. However increasing their rate of behaviour in targeted social skills to the level of performance of their ‘average’ peers required approximately four times as many sessions of training as Ladd conducted with ‘mildly’ withdrawn/isolated children. 相似文献
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The role of the partner in the development of social pretend play was examined in two related studies. In both studies toddler-age children (Study One: n = 16, Study Two: n = 48) played with same-age and 5-year-old partners. In both studies 2-year-olds engaged in more social pretend play with older than with same-age partners. In mixed play sessions, 2-year-olds and 5-year-olds engaged in asymmetrical interaction. However, 5-year-olds used similar social behaviors with same-age and younger partners. In Study two, the 5-year-old partners (n = 32) were asked either to play with or to teach their younger partners. No differences were found in 5-year-old behavior under the two conditions, and younger children did not engage in more complex social pretend play in subsequent play with age-mates. 相似文献
5.
Rachel L. Miller Julie C. Dunsmore Cynthia L. Smith 《Early education and development》2013,24(2):167-188
Research Findings: We examined relations of effortful control with parent emotion socialization practices and child social behavior using a person-centered approach in children ages 18 months to 5 years. A total of 76 parents (66 mothers, 10 fathers) completed questionnaires at screening and 6-month follow-up. There were no age differences in change in effortful control. K-means cluster analysis identified 2 clusters for parent emotion socialization: low-involvement parents (lower levels on emotion coaching/dismissing and positive/negative expressivity) and high-involvement parents (higher levels on all such practices). Parent socialization profile was indirectly associated with children's positive social behaviors through children's change in effortful control. These associations did not extend to aggressive behavior. Children with parents who actively engage in a variety of emotion socialization practices may increase more in regulatory capacities and engage in more positive social behavior. Practice or Policy: The present study suggests the importance of using a variety of socialization strategies with young children to foster adaptive regulatory and social behaviors. 相似文献
6.
K L Bierman 《Child development》1986,57(1):230-240
Videotaped excerpts of treatment sessions from a recent intervention study were examined to explore the changes occurring during social skills training and their relation to treatment outcome. 27 unpopular preadolescents who showed few conversational skills during pretreatment observations engaged in cooperative activities with 2 socially accepted classmates for 10 half-hour sessions. Half of these triads received coaching in conversational skills, while the others received nonspecific adult support during these activities. The quality of social interactions among triad members was evaluated during the sixth and tenth sessions. Children who received social skills training displayed more conversational skills and received more positive peer support during treatment than children who did not receive coaching. Coached children increased skill performance over time while noncoached children did not change. Furthermore, both conversational skills displayed and positive peer responses received during treatment sessions were positively related to treatment outcome. 相似文献
7.
Nathan A. Fox Kenneth H. Rubin Susan D. Calkins Timothy R. Marshall Robert J. Coplan Stephen W. Porges James M. Long Shannon Stewart 《Child development》1995,66(6):1770-1784
The pattern of frontal activation as measured by the ongoing electroencephalogram (EEG) may be a marker for individual differences in infant and adult disposition to respond with either positive or negative affect. We studied 48 4-year-old children who were first observed in same-sex quartets during free-play sessions, while making speeches, and during a ticket-sorting task. Social and interactive behaviors were coded from these sessions. Each child was subsequently seen 2 weeks later when EEG was recorded while the child attended to a visual stimulus. The pattern of EEG activation computed from the session was significantly related to the child's behavior in the quartet session. Children who displayed social competence (high degree of social initiations and positive affect) exhibited greater relative left frontal activation, while children who displayed social withdrawal (isolated, onlooking, and unoccupied behavior) during the play session exhibited greater relative right frontal activation. Differences among children in frontal asymmetry were a function of power in the left frontal region. These EEG/behavior findings suggest that resting frontal asymmetry may be a marker for certain temperamental dispositions. 相似文献
8.
Sigrun Adalbjarnardottir 《Child development》1995,66(6):1739-1751
The role of social anxiety, social withdrawal, and locus of control in the developmental level of interpersonal negotiation strategies (INS) when resolving hypothetical conflicts was examined in a short-term longitudinal study (fall and spring). Applying a balanced design, 96 children aged 8 and 11 from 8 classes participated in the study. At both assessments, results indicated that sociable children were more likely to exhibit greater competence in INS than socially withdrawn children. However, both concurrent and longitudinal analyses indicated that degree of social anxiety tended to influence this relation. Among less socially anxious children, the sociable children did exhibit greater INS competence than those more socially withdrawn, but this relation was not revealed among the more socially anxious children. Finally, on the whole, children who showed internal locus of control were more competent at INS than children with external locus of control. 相似文献
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Subtypes of Social Withdrawal in Early Childhood: Sociometric Status and Social-Cognitive Differences across Four Years 总被引：11，自引：0，他引：11
Amanda W. Harrist Anthony F. Zaia John E. Bates Kenneth A. Dodge Gregory S. Pettit 《Child development》1997,68(2):278-294
From a sample of 567 kindergartners observed during free play, 150 children were classified as socially withdrawn and followed over 4 years. A cluster analysis involving teacher ratings was used to identify subtypes of withdrawn children. Four clusters were identified, 3 fitting profiles found in the literature and labeled unsociable (n=96), passive-anxious (n=23), and active-isolate (n=19), and I typically not discussed, labeled sad/depressed (n=12). Sociometric ratings indicated that unsociable children had elevated rates of sociometric neglect, active-isolates had higher than expected levels of rejection, and sad/depressed children had elevated rates of both neglect and rejection. Subtypes also differed in social information-processing patterns, with active-isolate children displaying the least competent skills. The findings that some subtypes experience more difficulty than others might account for the ambiguity in extant studies regarding whether or not social withdrawal is a risk factor in psychosocial development, because withdrawal has most often been treated as a unitary construct in the past 相似文献
11.
This study investigated linkages between aspects of emotional competence and preschoolers' social skills with peers. Whether parental emotion socialization practices contributed to the prediction of social skill once emotional competence was statistically controlled was also of interest. Eighty-one predominantly Caucasian preschoolers were videotaped as they participated in three same-sex triadic peer situations. Four peer variables were coded from the videotapes: social initiations, the frequency with which children were the targets of positive social bids, non-constructive anger-related reactions, and prosocial acts. The emotional competence measures included situation knowledge, children's explanations of emotions, positivity of emotional expression during peer play, and emotional intensity. Maternal anger directed at the child was the measure of emotion socialization. Results revealed that the emotional competence variables were meaningfully related to the peer variables and that, for non-constructive anger reactions, maternal reports of anger explained unique variance. Results are discussed in terms of how emotional competence and emotion socialization contribute to peer behavior and the importance of designing and implementing affective intervention programs for young children and their families. 相似文献
12.
Friendships among a large sample of preschool-age children (N = 471) attending Head Start were assessed. Based on sociometric data, friendship dyads were identified as reciprocated (mutual choice) or nonreciprocated (unilateral choice). Dyads were further classified with respect to gender composition as either same- or mixed-gender dyads. Older children were more likely to participate in a reciprocated friendship than were younger children and reciprocated dyads were more likely to be same-gender than were nonreciprocated dyads. Analyses of interaction between dyad partners revealed that reciprocated friends interacted more frequently across all categories of interaction coded and looked at each other more frequently than did members of nonreciprocated dyads. For the positive interaction subscore, the friendship status effect was modified by a significant interaction with gender composition such that significant effects of friendship status were obtained only for same-gender dyads. Additional analyses indicated that the average social competence level was greater for reciprocated dyads than for nonreciprocated dyads. The findings suggest that reciprocated friendships are meaningful for preschool-age children and may serve as special socialization contexts in which the repertoire of behavior can be exercised and perhaps improved. They also highlight the salience of same-gender friendships in the preschool classroom. 相似文献
13.
Michael J. Guralnick Robert T. Connor Brian Neville Mary A. Hammond 《Early education and development》2002,13(1):59-80
Mothers' perspectives of children's peer-related social development were obtained from matched groups of young children with developmental delays, communicative disorders, and typically developing children. Structured interviews elicited information on numerous issues including mothers' views of the importance of children's social skills development, rationales with respect to why children succeed or had difficulties on specific social tasks, and the socialization strategies mothers employ to promote children's peer-related social development. Mothers also reported on their efforts to arrange play with peers for their child and the degree to which they monitored that play. Results indicated that mothers rated children's social development as highly important, offered primarily internal rationales (e.g., traits, dispositions) for success or difficulties in achieving social tasks, and endorsed moderate and low power socialization strategies. Differences across the three groups were minimal. Mothers arranged play with peers least often for children with developmental delays and communication disorders, but monitored play more extensively for children with delays. These finding were discussed in terms of mothers adopting a developmental orientation to understand children's social development and their implications for maternal participation in peer competence intervention programs. 相似文献
14.
Charting the Relationship Trajectories of Aggressive, Withdrawn, and Aggressive/Withdrawn Children during Early Grade School 总被引：8，自引：0，他引：8
The premises examined in this longitudinal investigation were that specific behavioral characteristics place children at risk for relationship maladjustment in school environments, and that multiple behavioral risks predispose children to the most severe and prolonged difficulties. Aggressive, withdrawn, and aggressive/withdrawn children were compared to normative and matched control groups on teacher and peer relationship attributes, loneliness, and social satisfaction from kindergarten (M age = 5 years, 7 months; n = 250) through grade 2 (M age = 8.1; n = 242). Children's withdrawn behavior was neither highly stable nor predictive of relational difficulties, as their trajectories resembled the norm except for initially less close and more dependent relationships with teachers. Aggressive behavior was fairly stable, and associated with early-emerging, sustained difficulties including low peer acceptance and conflictual teacher-child relationships. Aggressive/withdrawn children evidenced the most difficulty: compared to children in the normative group, they were consistently more lonely, dissatisfied, friendless, disliked, victimized, and likely to have maladaptive teacher-child relationships. Findings are discussed with respect to recent developments in two prominent literatures: children at-risk and early relationship development. 相似文献
15.
Burgess KB Wojslawowicz JC Rubin KH Rose-Krasnor L Booth-LaForce C 《Child development》2006,77(2):371-383
The primary objectives of this investigation were to examine the attributions, emotional reactions, and coping strategies of shy/withdrawn and aggressive girls and boys and to examine whether such social cognitions differ within the relationship context of friendship. Drawn from a sample of fifth and sixth graders (M age = 10.79 years; SD = .77), 78 shy/withdrawn, 76 aggressive, and 85 control children were presented with hypothetical social situations that first involved unfamiliar peers, and then a mutual good friend. Results revealed group and gender differences and similarities, depending on the relationship context. From our findings emerges a central message: friends' involvement during interpersonal challenges or stressors mitigates children's attributions, emotions, and coping responses. 相似文献
16.
Sylvia Pantaleo 《Early Childhood Education Journal》2007,34(6):439-447
Mercer, N. (1995) coined the term interthinking to link the cognitive and social functions of group talk. Essentially, interthinking
means using talk to think collectively, to engage with others’ ideas through oral language. In this article I share four excerpts
from small group interactive read-aloud sessions that were conducted with Grade 1 children, and examine the nature of the
interthinking that occurred during these discussions of picture books with Radical Change characteristics (Dresang, E. 1999).
I examine the types of discourse that occurred during these read-aloud sessions and some of the techniques I used to guide
the children in their construction of knowledge of these contemporary picture books. 相似文献
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扶跃辉 《上海师范大学学报(哲学社会科学版)》2009,(1):22-26
社会观点采择能力作为一种认知能力,对儿童的社会化起了极大的推动作用。冲突解决策略被看成个体社会化、自主活动和社会性整合水平的指标。个体在冲突过程中使用的策略实际上反映了其社会化水平及社会技能的高低。本研究的目的在于了解小学生社会观点采择和两种角度中的冲突解决策略的关系,为帮助学生更好地发展有效解决冲突的策略提供必要的理论依据。研究得到以下结果：各个年级学生使用较多的冲突解决策略为问题解决、顺从和强制策略。社会观点采择的不同类型影响学生对问题解决的选择。总体上,情感观点采择和问题解决策略呈显著正相关。情感观点采择对问题解决有显著预测作用。 相似文献
19.
Bert Roebben 《Religious education (Chicago, Ill.)》2013,108(1):103-106
This article considers Religious Education (RE) from the perspective of socialization theory. After clarifying the concept of socialization, an understanding of socialization processes, requiring the simultaneous development of both a personal and a social identity, is linked with RE. The development of both a personal and a social identity calls for hermeneutic and critical reflective skills, which may be acquired in RE classes. Therefore, RE is an important means of socializing children and youths that may have great civic value and has a rightful place in the school curriculum. The article concludes with the argument that schools with an open religious identity are best suited to provide the type of RE advocated here. 相似文献
20.
Brenda L. Volling 《Early education and development》2001,12(2):185-207
The present study examined (1) the emotion regulation of preschool children by observing their emotional responses to a distressed younger sibling during a separation episode; (2) whether children's regulatory responses were related to sibling interaction observed during the separation episode, and (3) whether individual differences in these children's regulatory responses and the quality of sibling interaction could be predicted from early attachment relationships. Older siblings who ignored their younger siblings' distress were more likely to experience personal distress and use avoidant coping strategies. Emotion regulation strategies were related to the quality of sibling interaction such that older siblings who offered comfort to a distressed younger sibling were more likely to express positive affect in sibling interaction, whereas older siblings seeking adult assistance were less likely to engage in conflict and hostile behavior with a younger sibling. Preschool children who had an insecure-resistant infant-mother attachment at 1 year, were more likely to seek comfort from their younger siblings and engaged in more sibling conflict and hostility when they were 4 years old. The quality of infant-father attachment relationships was not significantly related to the child's emotion regulation at 4 years of age. Results are discussed with respect to the social origins of preschool children's emotional self-regulation and the consequences of emotional dysregulation in preschool settings. 相似文献