Literaturnachweis - Detailanzeige
| Autor/inn/en | Atwater, Jane B.; Morris, Edward K. |
|---|---|
| Titel | An Analysis of Toddlers' Social Behavior in a Day Care Setting. |
| Quelle | (1984), (25 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Classroom Observation Techniques; Context Effect; Day Care Centers; Dramatic Play; Early Childhood Education; Educational Equipment; Peer Relationship; Prosocial Behavior; Teacher Student Relationship; Toddlers; Toys; Verbal Communication |
| Abstract | This study was designed to provide a detailed description of toddlers' social interactions in day care settings and to identify variables that promote positive encounters among children. Twenty-four toddlers, ranging in age from 17 to 28 months, were each observed for approximately 4 hours during regular center activities. Across all center settings, positive contact among children was more frequent than negative contact. Children exhibited both positive and negative social behavior most often during play with large equipment. Transition between activities also was associated with higher levels of negative contact. During activities with high levels of adult verbal involvement, children had reduced frequencies of vocalization to peers. Sequential analysis of specific social responses showed that peer-directed behavior was less likely to occur after a child had been in social contact with adult caregivers but was more likely to occur after a previous interchange with peers. Children frequently maintained the ongoing quality of an interaction, reciprocating the positive or negative tone of the previous behaviors. Probability of adult social response to a child decreased after that child had exhibited positive peer-directed behavior but increased after negative social behavior. (Author/RH) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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