Download or read book Predictors of Preschool Children s Peer Interactions written by Ibrahim H. Acar and published by . This book was released on 2013 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book From Neurons to Neighborhoods written by National Research Council and published by National Academies Press. This book was released on 2000-11-13 with total page 610 pages. Available in PDF, EPUB and Kindle. Book excerpt: How we raise young children is one of today's most highly personalized and sharply politicized issues, in part because each of us can claim some level of "expertise." The debate has intensified as discoveries about our development-in the womb and in the first months and years-have reached the popular media. How can we use our burgeoning knowledge to assure the well-being of all young children, for their own sake as well as for the sake of our nation? Drawing from new findings, this book presents important conclusions about nature-versus-nurture, the impact of being born into a working family, the effect of politics on programs for children, the costs and benefits of intervention, and other issues. The committee issues a series of challenges to decision makers regarding the quality of child care, issues of racial and ethnic diversity, the integration of children's cognitive and emotional development, and more. Authoritative yet accessible, From Neurons to Neighborhoods presents the evidence about "brain wiring" and how kids learn to speak, think, and regulate their behavior. It examines the effect of the climate-family, child care, community-within which the child grows.

Download or read book When Free Play Time Is Scarce in Preschool written by Man-Yan Tse and published by . This book was released on 2017-01-26 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "When Free-play Time is Scarce in Preschool: What Predicts Peer Acceptance and Friendship?" by Man-yan, Tse, 謝文欣, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Peer acceptance and friendship can predict children's well-being and developmental outcomes. Social behaviors during free-play constitute one of the best predictors for peer acceptance. Nowadays some preschools place great emphasis on academic achievement, making free-play time scarce. How do children interact in such preschools? Can their social interactions nonetheless predict peer acceptance status? The present two studies addressed these questions. Study 1 laid the groundwork by developing reliable measures of the outcome variables, i.e., peer acceptance and sociometric status, in preschool classrooms with relatively large class size - over 35, quite typical of Hong Kong and more generally Asia. Two cohorts of children in a local 3-year preschool were interviewed twice. Cohort One was interviewed at the end of Years 2 and 3 (around ages 4 and 5). Cohort Two was interviewed in the middle of Year 2 and at the end of Year 2. Children were asked to rate how much they liked to play with each classmate and also to nominate three classmates they liked to play with the most. Children as young as age 4 could provide reliable information about peer acceptance. Children's peer acceptance based on such ratings in the middle of Year 2 strongly predicted their peer acceptance at the end of Years 2 and 3. In prior studies, peer interaction among young children was often observed during free play, but this was not feasible in most Chinese-language 3-year half-day preschools in Hong Kong due to the scarcity of free play in such early childhood education settings. In Study 2, children's peer-directed social behaviors were observed whenever they were not under close teacher supervision. These social behaviors, including play, communication, laughter, humor, and friendly physical contact (e.g., holding hands), were observed in Years 1 and 2 of the 3-year preschool program. Boys who played and communicated more in Years 1 and 2 turned out to be better liked by both boys and girls in Years 2 and 3, and girls who communicated more with peers early on were better liked by girls in Year 3. However, girls' play behaviors in Year 2 were not associated with their peer acceptance. Furthermore, girls who had played more in Year 1 turned out to be less liked by girls in Year 3. Children who nominated each other as among the three most preferred playmates were paired as friends. Children with friends in Years 2 and 3 were found to have had engaged in more social behaviors in Year 2, compared to their friendless peers. Boys - but not girls - with friends in Year 2 had displayed more humor, laughter, and peer-directed behaviors in Year 1 than their friendless peers. Overall, even when free-play time was very limited (e.g., 15 minutes), children managed to interact with their classmates, and their peer interaction in preschool early on (i.e., Years 1 and 2) did predict peer acceptance and sociometric status later on (i.e., Years 2 and 3). Clear sex differences were uncovered, perhaps due to sex differences in self-regulations and sex-stereotype expectations. Subjects: Friendship in children Social acceptance in children Play

Download or read book Peer Acceptance of Children with Disabilities in Inclusive Preschool Programs written by Sonya Stella Gutierrez Matias and published by . This book was released on 2003 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Peer Rejection in Childhood written by Steven R. Asher and published by CUP Archive. This book was released on 1990-04-27 with total page 436 pages. Available in PDF, EPUB and Kindle. Book excerpt: This important collection examines peer rejections among children.

Download or read book Family and Peers written by Angela M. Neal-Barnett and published by Bloomsbury Publishing USA. This book was released on 2000-04-30 with total page 280 pages. Available in PDF, EPUB and Kindle. Book excerpt: Why is it that relationships with family members predict the quality of children's relationships outside the family? A wealth of research has documented that various aspects of family relationships are predictably related to the quality of children's interactions and relationships with peers. Understanding what account for these effects is important both for theories of children's relationships and intervention efforts to ameliorate children's peer relationship difficulties. This volume advances the field by discussing several mechanisms that may account for continuities across family and peer relationships. A variety of theoretical perspectives are represented in the book. For example, both learning and biological explanations are considered. Authors also note two key considerations in investigating family and peer relationships. First, it is necessary to consider the cultural context. The function and meaning of family and peer relationships may differ depending on what roles are played by these relationships in different cultural contexts. Second, it is necessary to consider the child's age. Developmental issues, such as concerns with establishing greater independence at the entrance to adolescence, will impact both family and peer relationships.

Download or read book Children s Peer Relations Issues in Assessment and Intervention written by B. H. Schneider and published by Springer Science & Business Media. This book was released on 2012-12-06 with total page 266 pages. Available in PDF, EPUB and Kindle. Book excerpt: Willard W. Hartup This volume amounts to an anniversary collection: It was 50 years ago that Lois Jack (1934) published the findings from what most investigators consider to be the first intervention study in this area. The experiment (later replicated and extended by Marjorie Page, 1936, and Gertrude Chittenden, 1942) concerned ascendant behavior in preschool children, which was defined to include: (a) The pursuit of one's own purposes against interference and (b) directing the behavior of others. Individual differences in ascendance were assumed to have some stability across time and, hence, to be important in personality development. But ascendance variations were also viewed as a function of the immediate situation. Among the conditions assumed to determine ascendance were "the individual's status in the group as expressed in others' attitudes toward him, his conception of these attitudes, and his previously formed social habits" (Jack, 1934, p. 10). Dr. Jack's main interest was to show that nonascendant children, identified on the basis of observations in the laboratory with another child, were different from their more ascendant companions in one important respect: They lacked self confidence. And, having demonstrated that, Dr. Jack devised a procedure for teaching the knowledge and skill to nonascendant children that the play materials required. She guessed, correctly, that this training would bring about an increase in the ascendance scores of these children.

Download or read book Peer Relationships and Social Skills in Childhood written by K.H. Rubin and published by Springer Science & Business Media. This book was released on 2012-12-06 with total page 418 pages. Available in PDF, EPUB and Kindle. Book excerpt: Amy Rubin, the seven-year-old daughter of one of this volume's editors, was discussing with her close friend Kristin,. her teacher's practice of distributing stickers to her classmates for completing their seat work. As the conversation continued, Joshua, Amy's two-year-old brother (al though Amy would argue that he more often resembles an albatross around her neck) sauntered up to the older children. He flashed a broad smile, hugged his sister, and then grabbed her book of stickers. Corey Ross, the nine-year-old son of the other editor was trying to plan a tobogganing party with his friend Claire. The problem facing Corey and Claire was that there were too few toboggans to go around for their grade four classmates. Jordan, Corey's younger brother had agreed to lend his toboggan. However, Harriet, Claire's younger sister and Jordan's close friend had resisted all persuasive attempts to borrow her toboggan. The older children decided that the best strategy was to use Jordan's friendship with Harriet and his good example of sibling generosity in presenting thejr case to Harriet. Both of these anecdotes exemplify what this volume on peer relation ships and social skills is about. Children have friends with whom they discuss issues of perceived social significance. During the early elemen tary school years, rather sophisticated conversations and debates con cerning topics of reward distribution, altruism, person perception, social status, sibling relations, and cooperation can be overheard (especially by eavesdropping parents who have professional interests in such matters).

Download or read book Children s Peer Relations and Social Competence written by Gary W. Ladd and published by Yale University Press. This book was released on 2005-01-01 with total page 454 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book examines the role of peer relationships in child and adolescent development by tracking research findings from the early 1900s to the present. Dividing the research into three generations, the book describes what has been learned about children's peer relations and how children's participation in peer relationships contributes to their health, adjustment, and achievement. Gary W. Ladd reviews and interprets the investigative focus and findings of distinct research eras to highlight theoretical or empirical breakthroughs in the study of children's peer relations and social competence over the last century. He also discusses how this information is relevant to understanding and promoting children's health and development. In a final chapter, the author appraises the major discoveries that have emerged during the three research generations and analyzes recent scientific agendas and discoveries in the peer relations discipline.

Download or read book Transforming the Workforce for Children Birth Through Age 8 written by National Research Council and published by National Academies Press. This book was released on 2015-07-23 with total page 587 pages. Available in PDF, EPUB and Kindle. Book excerpt: Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.

Download or read book Peer Interaction of Young Children written by Carollee Howes and published by University of Chicago Press. This book was released on 1988 with total page 106 pages. Available in PDF, EPUB and Kindle. Book excerpt: Articles in this volume document new approaches to tumor diagnosis in the treatment of some childhood malignancies and review advances brought about by the combination of chemotherapy and radiotherapy, treatment protocols, and the application of immunological and molecular approaches. Subjects covered include pathology and epidemiology, monoclonial antibodies, serological studies, and gene rearrangement in leukemias and lymphomas. Assesses predicted sequences and individual differences in the early development of social competence with peers. Study results support these predictions: complimentary and reciprocal social play emerged when the children were one year old, and social pretend play emerged at two. Annotation copyrighted by Book News, Inc., Portland, OR

Download or read book Predictors of Behavior Problems in the Context of Peer Play Interactions written by Olivia Hernandez Gonzalez and published by . This book was released on 2017 with total page 101 pages. Available in PDF, EPUB and Kindle. Book excerpt: Latinos are the fastest-growing minority group in the United States and have higher dropout rates compared to other groups. Moreover, problem behaviors are common in preschool classrooms, and the incidence of these problems is higher for children from low-income families. The purpose of this study was to understand Latino children's problem behaviors in the context of peer play interactions and identify those variables that influence such behavior. 265 five and six-year-old Spanish-speaking children (53.6% female) attending Head Start or kindergarten participated in the study. Additionally, 198 mothers and 78 pre-kindergarten and kindergarten lead teachers participated in the study. Child level data were gathered through the Penn Interactive Peer Play Scale, Teacher (PIPPS-T), the Peabody Picture Vocabulary Test, Fourth Edition (PPVT-4), and the Test de Vocabulario en Imágenes Peabody (TVIP). Maternal data were obtained from the Demographic Parent Interview, the Brief Symptom Inventory (BSI), and the Breve Inventario de Síntomas (BIS). Both correlations and the multilevel models showed play disconnection related negatively to the childs English proficiency and positively to maternal depression. Results suggest that children with lower English proficiency tend to be more disconnected from their peers as compared to children with higher English proficiency. Similarly, mothers with higher levels of depression symptoms had children with higher levels of play disconnection (internalizing behaviors). The current findings are consistent with previous studies and relevant to both researchers and practitioners.

Download or read book Handbook of Peer Interactions Relationships and Groups written by Kenneth H. Rubin and published by Guilford Press. This book was released on 2011-01-31 with total page 673 pages. Available in PDF, EPUB and Kindle. Book excerpt: This comprehensive, authoritative handbook covers the breadth of theories, methods, and empirically based findings on the ways in which children and adolescents contribute to one another's development. Leading researchers review what is known about the dynamics of peer interactions and relationships from infancy through adolescence. Topics include methods of assessing friendship and peer networks; early romantic relationships; individual differences and contextual factors in children's social and emotional competencies and behaviors; group dynamics; and the impact of peer relations on achievement, social adaptation, and mental health. Salient issues in intervention and prevention are also addressed.

Download or read book Handbook of Peer Interactions Relationships and Groups First Edition written by Kenneth H. Rubin and published by Guilford Press. This book was released on 2011-06-24 with total page 672 pages. Available in PDF, EPUB and Kindle. Book excerpt: This comprehensive, authoritative handbook covers the breadth of theories, methods, and empirically based findings on the ways in which children and adolescents contribute to one another's development. Leading researchers review what is known about the dynamics of peer interactions and relationships from infancy through adolescence. Topics include methods of assessing friendship and peer networks; early romantic relationships; individual differences and contextual factors in children's social and emotional competencies and behaviors; group dynamics; and the impact of peer relations on achievement, social adaptation, and mental health. Salient issues in intervention and prevention are also addressed.

Download or read book Children s Social Behavior written by Phillip S. Strain and published by Elsevier. This book was released on 2013-10-22 with total page 475 pages. Available in PDF, EPUB and Kindle. Book excerpt: Children's Social Behavior: Development, Assessment, and Modification presents the principal aspects of social developmental study of children; assessment methodology and techniques; and changes in the behavioral targets of intervention and in the nature of interventions. The articles in the book deal with various subjects related to the study of children's social behavior. Topics discussed include the interdependence and interplay between biological and social forces on the child's developing social repertoire; causative factors that influence peer interaction deficits; sociometric procedures and direct observation assessment methods; and issues associated with target behavior selection and the selection of intervention tactics. Psychologists, educators, ethologists, anthropologists, psychiatrists, and sociologists will find the book invaluable.

Download or read book Peer Acceptance and Interaction of Preschool Children written by Nancy Josephine Winston and published by . This book was released on 1972 with total page 126 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to explore the relationship between social acceptance and observed peer interaction in a select group of preschool children. The subjects were 30 children enrolled in two sessions of a child development laboratory sponsored by the Department of Family Life at Oregon State University. The 15 children in the morning session, eight boys and seven girls, ranged in age from three years-eight months to four years-three months. The 15 children in the afternoon session, seven boys and eight girls, ranged in age from three years-six months to four years-five months. The data consisted of a social acceptance score taken from a picture sociometric interview and observed behavior frequencies recorded on the Social Interaction Scale (SIS). Peer interactions observed include aggresive-hostile peer interaction and cooperative- friendly peer interaction. The statistical analysis employed was the Spearman Rank Correlation Coefficient (r[subscript s]) method. The specific null hypothesis explored was: There will be no relationship between social acceptance and a) aggressive-hostile peer interaction b) cooperative-friendly peer interaction c) total frequency of peer interaction The correlation coefficients found between social acceptance and aggressive-hostile peer interaction in the morning session were positive and significant when analyzed for the sexes combined. A negligible correlation coefficient (r[subscript]s .035) was indicated for boys and data revealed a tendency toward an inverse relationship (r[subscript s] -. 471) for morning girls. Negative, nonsignificant correlation coefficients were found for the afternoon session when the variables of social acceptance and aggressive-hostile peer interation were analyzed for sexes combined and for boys and girls separately. An r[subscript s] of .686 indicated a positive significant correlation coefficient existing for the afternoon session when the variables of social acceptance and cooperative-friendly peer interaction were analyzed for sexes combined. No further significant correlation coefficients were shown for the afternoon session when analyzed by sex groupings. The correlation coefficients found for the morning session although negligible were in a negative direction. The Spearman Rank Correlation Coefficients calculated for the variables of social acceptance and total frequency of peer interaction were found to be significant only for the afternoon session. A positive significant correlation coefficient, r[subscript s].454, was found in the analysis for the sexes combined and a negative significant relationship, r[subscript s]-.789, was found for boys. The correlation coefficient for the girls was negligible. No significant correlation coefficients were indicated for the morning session although there was a tendency toward a negative relationship when the session was analyzed for sexes combined and for girls. These findings indicate a need for further study of the relationship between social acceptance and observed peer interactions. The nature of the data collected in the present study provides avenues for further research.

Download or read book Cochlear Implants in Children written by John B. Christiansen and published by Gallaudet University Press. This book was released on 2002 with total page 376 pages. Available in PDF, EPUB and Kindle. Book excerpt: They also detail their children's experiences with the implants after surgery, and their progress with language acquisition and in school.".